Thesis

Supporting Reading Comprehension in Middle School Students

This study focused on understanding how teaching supports students with reading comprehension in 6th-grade English Language Arts classes. Data was collected through student interviews and surveys, as well as examinations of teaching and teaching materials. Findings suggest that while technology-based instruction supports the tracking of students’ performance, it is only somewhat effective in helping students develop their reading comprehension. In addition, it was found that purposeful scaffolding and direct instruction supports student success. Implications include a need for teachers to use scaffolding and direct instruction and for more research to be done for different technology-based reading programs.

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