Year of Publication

1985

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. William Herrold

Second Advisor

Dr. Donna Keenan

Third Advisor

Dr. Roy Singleton, Jr.

Abstract

Text specific reading/learning strategies that reflect recent theoretical research in the reading process were incorporated into the 10th grade world history curriculum. These methods were intended to afford success for a specific group of students who had a history of failure and so lead those students toward independent reading and learning. They were also intended to motivate the world history teachers to use procedures that are congruent with the findings of research in reading and learning.

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Education Commons

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