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dc.contributor.authorMeisinger, Elizabeth Benton
dc.date.accessioned2014-03-03T20:21:13Z
dc.date.available2014-03-03T20:21:13Z
dc.date.issued2002-12
dc.identifier.othermeisinger_elizabeth_b_200212_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200212_ma
dc.identifier.urihttp://hdl.handle.net/10724/20627
dc.description.abstractPartner reading is a classroom reading strategy used to increase the amount of time children spend orally reading connected text. The aim of this study was to identify factors that affect the quality of the partner reading interaction for the purpose of providing teachers with empirically based strategies for organizing, managing, and implementing partner reading. Previous research exploring paired and partner reading served as a basis for identifying variables that might affect the quality of the reading interaction. Essential elements of cooperative interactions were extracted from the cooperative learning literature and were used to create an observational rating scale for evaluating the quality of the partner reading interaction. 43 pairs (86 children) of second grade students and 10 classroom teachers were observed during partner reading. An effect was found for partner selection, teacher instruction, and teacher monitoring for social cooperation, and an ability pairing strategy X ability discrepancy interaction was found for on-task behavior.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectPartner reading
dc.subjectPaired reading
dc.subjectCooperation
dc.subjectEssesntial elements
dc.subjectReading fluency
dc.titleQuality of the interaction during partner reading
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology
dc.description.majorEducational Psychology
dc.description.advisorPaula Schwanenflugel
dc.description.committeePaula Schwanenflugel
dc.description.committeeMichele Lease
dc.description.committeeSteve Stahl


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