This text reports on research into the way in which arts can be effectively integrated with a reading program to teach and evaluate global reading comprehension strategies among less proficient readers. The project was undertaken with twelve third and fourth grade readers in a West Vancouver suburban public school for a total of seven months. Interview and evaluation forms included, video available online.
This text reports on research into the way in which arts can be effectively integrated with a reading program to teach and evaluate global reading comprehension strategies among less proficient readers. The project was undertaken with twelve third and fourth grade readers in a West Vancouver suburban public school for a total of seven months. Interview and evaluation forms included, video available online.
Winner Canadian Language and Literacy Research Award
Product Details
BN ID: 2940011864513
Publisher: Look Again Press, LLC
Publication date: 9/21/2010
Sold by: Barnes & Noble
Format: eBook
File size: 917 KB
Meet the Author
Dr. Kari-Lynn Winters is an Assistant Professor in the Department of Teacher Education at Brock University in Ontario, Canada where she teaches drama-in-education and mentors teacher candidates. Kari-Lynn holds a teaching degree from the University of Toronto, in regular and special education for children ages 3-13. She is also a graduate of the National Theatre School of Canada (in Montreal), where she earned a certificate in technical theatre. Before completing her graduate degrees she taught in North Carolina for three years and in Toronto for 2 years. Her published work includes both scholarly texts and articles, and award winning picture books for children. Her first picture book, Jeffrey and Sloth (Orca 2007) was a Silver Medalist for the 2008-2009 Chocolate Lily Award, a Silver Medalist for the 2008 Blue Spruce award, a finalist for the 2008 BC Book Prize, and winner of the ABCs of Education best books for 2007.
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Overview
This text reports on research into the way in which arts can be effectively integrated with a reading program to teach and evaluate global reading comprehension strategies among less proficient readers. The project was undertaken with twelve third and fourth grade readers in a West Vancouver suburban public school for a total of seven months. Interview and evaluation forms included, video available online.