dc.contributor.author	Cook, April G.	en_US
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2009-09-14T19:31:58Z	en_US
dc.date.accessioned	2009-09-30T15:58:19Z	en_US
dc.date.accessioned	2011-03-02T17:29:19Z
dc.date.available	2009-09-14T19:31:58Z	en_US
dc.date.available	2009-09-30T15:58:19Z	en_US
dc.date.available	2011-03-02T17:29:19Z
dc.date.issued	2005-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/97	en_US
dc.description.abstract	The purpose of this study was to examine the effects of the reading program Reading S.O.S. on third-grade reading achievement. Students' ability to decode unknown words, comprehend text, and acquire sight words was analyzed both before and after the intervention. Teacher and student interviews, observation checklists, and student reading surveys were all used to determine the experiences of students and teachers utilizing Reading S.O.S.. The participants in the study were 25 low-achieving, third-grade students.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Reading S.O.S.	en_US
dc.subject	Improving Reading Skills	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Improving Third-Grade Students' Reading Skills Utilizing Reading S.O.S.: An Action Research Study	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Leader, Lars	en_US
dc.description.committee	Hinkle, Verilette	en_US
dc.description.committee	Brovey, Andrew	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US