Wallace, Mandy
(2020)
Supporting Students’ Comprehension of Historical Fiction with Informational Texts.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This investigation focused on the implementation of a unit for fourth grade students that incorporated both primary and secondary sources to support students’ comprehension of a historical fiction novel, Riding Freedom (Muñoz-Ryan, 1998). Theoretical perspectives and reviews of literature informed the unit design and instructional decisions during the unit. Throughout the unit, multiple data sources were collected and analyzed that included (a) pre/post-assessment, (b) lesson plans, (c) my reflections and analysis of the lesson plan enactments, and (d) student assignments. Findings suggest that students who are not considered proficient readers on the state assessment can engage in challenging content and make rich connections to the characters, setting, and historical context of a novel. In addition, findings also suggest the importance of teacher reflection and analysis during action research.
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Details
Item Type: |
University of Pittsburgh ETD
|
Status: |
Unpublished |
Creators/Authors: |
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ETD Committee: |
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Date: |
7 July 2020 |
Date Type: |
Publication |
Defense Date: |
31 March 2020 |
Approval Date: |
7 July 2020 |
Submission Date: |
3 June 2020 |
Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
Number of Pages: |
148 |
Institution: |
University of Pittsburgh |
Schools and Programs: |
School of Education > Instruction and Learning |
Degree: |
EdD - Doctor of Education |
Thesis Type: |
Doctoral Dissertation |
Refereed: |
Yes |
Uncontrolled Keywords: |
comprehension, historical, multiple sources, elementary |
Date Deposited: |
07 Jul 2020 19:32 |
Last Modified: |
07 Jul 2020 19:32 |
URI: |
http://d-scholarship.pitt.edu/id/eprint/39064 |
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