Date of Award

2017

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Donna Peterson

Second Advisor

Rachel Lloyd

Third Advisor

Tania Kolbinger

Abstract

This paper examines the issue of a lack of student engagement in reading during the middle school years. It examines the role of external factors in reading disengagement, including the transition from childhood, social needs, self-esteem, lack of teacher interaction, and identity formation, both socially and academically. It addresses a variety of student needs that, if met, can lead to a connection with school as well as curriculum. It then presents the read-aloud strategy as a possible solution to the lack of middle school engagement, as instructional techniques are within the control of educators and can lead to increased engagement. The author presents research to support the strategy, information as to how it meets these student needs, and an online professional development training created to inform educators on how to best implement the strategy and increase student comprehension and engagement in reading.

Identifier

SC 11.MAE.2017.Taylor.KE

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