The Impact of Teacher-Directed Literature Circles Versus Student-Directed Literature Circles on Reading Comprehension at the Sixth-Grade Level
Mizerka, Patricia Miceli
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https://hdl.handle.net/2142/80337
Description
Title
The Impact of Teacher-Directed Literature Circles Versus Student-Directed Literature Circles on Reading Comprehension at the Sixth-Grade Level
Author(s)
Mizerka, Patricia Miceli
Issue Date
1999
Doctoral Committee Chair(s)
Rodgers, Frederick A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Language and Literature
Language
eng
Abstract
The findings show that while there were no real differences, and no disadvantages to either group in reading comprehension, there were some specific advantages to each group. The advantages to each group were directly correlated to the teaching methods used. Implications for teaching suggest ways in which a teacher can use a literature-based program for reading and discussion, yet not give up total control of the reading program. Implications for further study suggest that writing can be used to help students reach a higher level of involvement in reading and discussion, and that teachers and students need to refine questioning strategies.
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