Date of Award
2013
Document Type
Thesis
Degree Name
Master of Arts in English Composition
Department
English
First Advisor
Hyon, Sunny
Second Advisor
Peterson-Haviland, Carol
Third Advisor
Vickers, Caroline
Abstract
This study focuses in particular on the connections students make to their reading as seen through contextualized language usage. Many educators and curriculum developers suggest that using these new script-based curriculum will help teachers systematize and close gaps in teaching and learning. If unwritten teacher questions and statements are used to redirect students' comprehension about texts occur during the reading lesson, these will be described and analyzed for their effects on the lesson goals and objectives.
Recommended Citation
Spencer, Joseph James, "Script-based reading lessons and socialized language usage" (2013). Theses Digitization Project. 4278.
https://scholarworks.lib.csusb.edu/etd-project/4278
