Location
Guzman 104, Dominican University of California
Start Date
4-20-2017 6:40 PM
End Date
4-20-2017 6:55 PM
Student Type
Graduate
Faculty Mentor(s)
Madalienne F. Peters, Ed.D.
Presentation Format
Oral Presentation
Abstract/Description
Reading workshop is a way to structure a literacy block during the school day that allows for differentiation and a high level of student engagement. During reading workshop, students read independently and with partners at their independent reading levels while the teacher confers with students and leads small groups. During conferences, the teacher differentiates instruction and tailors lessons to individual student needs.
The purpose of this study is to examine the result of individualized lessons on word attack strategies on first grade students’ reading ability. Word attack strategies, i.e. strategies for decoding unfamiliar words, are a crucial component of learning how to read fluently. Students who lack word attack strategies will struggle with reading and will not progress at their expected rate of development.
This is an evaluation research study using a qualitative analysis of student data as collected by the teacher as researcher. Observational notes and running records were used to collect data on a class of 19 first graders age 6-7 as participants.
Keywords: Reading workshop, conferences, word attack strategy skills, first grade.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons
Reading Workshop Conferences: Effect on First Grade Student Word Attack Skills
Guzman 104, Dominican University of California
Reading workshop is a way to structure a literacy block during the school day that allows for differentiation and a high level of student engagement. During reading workshop, students read independently and with partners at their independent reading levels while the teacher confers with students and leads small groups. During conferences, the teacher differentiates instruction and tailors lessons to individual student needs.
The purpose of this study is to examine the result of individualized lessons on word attack strategies on first grade students’ reading ability. Word attack strategies, i.e. strategies for decoding unfamiliar words, are a crucial component of learning how to read fluently. Students who lack word attack strategies will struggle with reading and will not progress at their expected rate of development.
This is an evaluation research study using a qualitative analysis of student data as collected by the teacher as researcher. Observational notes and running records were used to collect data on a class of 19 first graders age 6-7 as participants.
Keywords: Reading workshop, conferences, word attack strategy skills, first grade.