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oai:www.ideals.illinois.edu:2142/80337 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Rodgers, Frederick A. Mizerka, Patricia Miceli 2015-09-25T19:56:36Z 2015-09-25T19:56:36Z 10000-01-01 1999 1999 The findings show that while there were no real differences, and no disadvantages to either group in reading comprehension, there were some specific advantages to each group. The advantages to each group were directly correlated to the teaching methods used. Implications for teaching suggest ways in which a teacher can use a literature-based program for reading and discussion, yet not give up total control of the reading program. Implications for further study suggest that writing can be used to help students reach a higher level of involvement in reading and discussion, and that teachers and students need to refine questioning strategies. Made available in DSpace on 2015-09-25T19:56:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944939.pdf: 6750634 bytes, checksum: 44290499827344d5cea9a87c44fce660 (MD5) Previous issue date: 1999 Embargo set by: Seth Robbins for item 81619 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 170 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1999. http://hdl.handle.net/2142/80337 (MiAaPQ)AAI9944939 eng Education, Language and Literature The Impact of Teacher-Directed Literature Circles Versus Student-Directed Literature Circles on Reading Comprehension at the Sixth-Grade Level text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.