Agnes M. Burns Curriculum Specialist, Brookfield, CT Introduction Since the passage of the No Child Left Behind Act of 2002, America’s public schools have been challenged to demonstrate “…the four principles of President George W. Bush’s education reform plan: stronger…
Effective Comprehension Strategies for Fifth Grade: A Research Proposal
Robin Applegarth, Teacher, Colebrook, CT Megan Leonard, Teacher, Simsbury, CT Beth Schmidt, Teacher, New Britain, CT Karen Shanahan, Teacher, Enfield, CT There are numerous definitions of comprehension available from a multitude of resources. In terms of our research study, the…
The Impact of Expository Text Structure Knowledge on Fifth and Eight Grade Students’ Expository Writing
Susan Lareau, Central Connecticut State University Joseph Pandolfio, Kennelly School-Hartford Deborah Rand, Windham Center School-Windham Carolyn Turner, Dr. Joseph J. Bellizzi Middle School-Hartford Introduction “The face of content area literacy instruction is changing. Once associated exclusively with middle and high…
Professional Conversations to Enhance Reading Research Understandings
Pam Govertsen-Kahn, Middletown Public Schools Jill Pilon, East Farms School, Farmington, CT Statement of Purpose In the Spring of 2004, we took the graduate course, Design, Management and Supervision of Reading Programs at the University of Connecticut. The class was…
Intergenerational Journal Buddies and Cross-Age Tutoring: Connections Worth Making
Adrienne Chasteen Snow CARR Scholarship Research Report In this study, nine high school juniors and seniors enrolled in a remedial reading course designed to enhance their literacy skills were paired up with sixteen kindergarten students in a cross-age intergenerational dialogue…