| dc.contributor.advisor | Hofwolt, Clifford | |
| dc.contributor.advisor | Peter, Jeanne | |
| dc.contributor.author | Derck, Elizabeth | |
| dc.date.accessioned | 2011-05-27T17:05:28Z | |
| dc.date.available | 2011-05-27T17:05:28Z | |
| dc.date.issued | 2011 | |
| dc.identifier.uri | http://hdl.handle.net/1803/4808 | |
| dc.description | Teaching and Learning Department capstone project | en_US |
| dc.description.abstract | Book reports can many times be viewed in classrooms as a means to obtain a writing sample, a time-filler or just another “thing to do.” I believe that book reports that are uniquely and purposefully crafted can be powerful tools to encourage students to grow in their use of metacognitive strategies to comprehend text. This comprehensive essay will delve into research to bring to focus what reading comprehension is, why it is important, and the strategies that should be used to foster growth in a student’s reading comprehension. With this base of knowledge and understanding, I will formulate my case that non-traditional book reports can be used in upper elementary classrooms (grades 3-8) as innovative, powerful tools that motivate students as readers, push students towards higher-order thinking and build students’ strategies to better comprehend text. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University. Peabody College | en_US |
| dc.subject | Reading Comprehension; Alternative Book Reports | en_US |
| dc.subject.lcsh | Report writing -- Study and teaching (Elementary) | en_US |
| dc.subject.lcsh | Reading comprehension | en_US |
| dc.subject.lcsh | Reading comprehension -- Study and teaching | en_US |
| dc.title | The New Path to Building Reading Comprehension | en_US |
| dc.type | Capstone | en_US |
| dc.description.college | Peabody College of Education and Human Development | en_US |
| dc.description.school | Vanderbilt University | en_US |
| dc.description.department | Department of Teaching and Learning | en_US |
