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    Integrating comprehension instruction, multimodalities and co-construction into cultural learning

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    Harrington_C_2018.pdf
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    Author
    Harrington, Christine
    Chair
    Hogan, Maureen
    Committee
    Martelle, Wendy
    Patterson, Leslie
    Keyword
    literacy
    study and teaching
    Alaska
    Alaska Native children
    Alaska Native students
    education
    language
    reading
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/10294
    Abstract
    This study explores the impact of a story-based approach to teaching reading strategies, and examines the implementation of and co-construction within multimodal activities. Eight third grade students participated in this study in a charter school focused on Alaska Native cultural learning. The phases of the PACE Model focused on transitional words and phrases in the context of a traditional story from the Tlingit, Haida, and Tsimshian cultures of Alaska. Their attention to the language feature was extended to summarizing and retelling as part of the Extension phase of the model. The results are consistent with previous studies that attributed focus on form to language development and accuracy in dual language and second language settings.
    Description
    Thesis (M.Ed.) University of Alaska Fairbanks, 2018
    Date
    2018-12
    Type
    Thesis
    Collections
    College of Natural Sciences and Mathematics

    entitlement

     
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