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dc.contributor.authorHarrington, Christine
dc.date.accessioned2019-06-06T17:13:38Z
dc.date.available2019-06-06T17:13:38Z
dc.date.issued2018-12
dc.identifier.urihttp://hdl.handle.net/11122/10294
dc.descriptionThesis (M.Ed.) University of Alaska Fairbanks, 2018en_US
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.subjectliteracyen_US
dc.subjectstudy and teachingen_US
dc.subjectAlaskaen_US
dc.subjectAlaska Native childrenen_US
dc.subjectAlaska Native studentsen_US
dc.subjecteducationen_US
dc.subjectlanguageen_US
dc.subjectreadingen_US
dc.titleIntegrating comprehension instruction, multimodalities and co-construction into cultural learningen_US
dc.typeThesisen_US
dc.type.degreemeden_US
dc.contributor.chairHogan, Maureen
dc.contributor.committeeMartelle, Wendy
dc.contributor.committeePatterson, Leslie
refterms.dateFOA2020-03-06T02:24:08Z


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