Date of Award

8-2007

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Pam Adams

Abstract

This action research explored the effects of using the gradual release of responsibility instructional method (Harvey and Goudvis, 2000) to improve the synthesis abilities of fourteen second grade students who attend a small rural school. The specific treatment involved the students in modeled, shared, guided, and independent practice of the synthesis strategy using authentic children's literature. The DRA2 interpretation scores of the students were compared before and after the treatment. The results showed that twelve of the students scored within the independent or advanced level, one student improved from frustration to instructional level, and one student remained at the frustration level.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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