Abstract
In an attempt to incorporate research-based strategies including teacher modeling of reading and literature discussion groups into a fifth-grade reading curriculum, a teacher finds her students in a small, southwest town very receptive. This teacher research project involved reading with students while they were reading, as well as reading aloud to students as a regular part of reading instruction. Students also benefited from participation in literature discussion groups centered on a book of their choice. Positive effects on attitudes, reading behaviors, and progress in reading resulted.
Recommended Citation
Recksiek, Julianna
(2005)
"Benefits of Teacher Modeling of Reading and Literature Discussion Groups in a Fifth-Grade Classroom,"
Essays in Education: Vol. 13:
Iss.
1, Article 3.
Available at:
https://openriver.winona.edu/eie/vol13/iss1/3
