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WHY ARE THIRD GRADERS HAVING PROBLEMS READING AND
COMPREHENDING WITH THE CURRENT THEORIES OF TEACHING READING?

A DIRECTED STUDY PROJECT SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF BUSINESS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS EDUCATION

TO:
DR. CAMILLE FARERI, Ph.D.

BY:
EVONNE SUTTON

ATLANTA, GEORGIA

June 4, 2008

ABSTRACT
The research methodology applied in this study is qualitative analysis of primary sources. The researcher used data from educational books, education journals and publications such as American Educator, The Reading Teacher, and the National Research Council that were analyzed and examined. Furthermore, relevant data was analyzed from articles, textbooks and current elementary education programs to gather further findings relevant to this study. This study investigates and probes the issue of how students are taught to read. The main research question is: Why are our third graders having problems reading and comprehending what they are reading and what are the current theories of reading pedagogy? To answer this question, three sub-questions had to be addressed that helped guide the rest of the study. The first issue addressed was why third graders are having problems reading the words in a text. It was determined that some students have reading disabilities that go unidentified until third grade, others have not been taught any type of phonics or phonemic awareness skills to aid in reading. The second sub-question addressed why students are having problems comprehending what they are reading. It was determined that students focus so much on trying to figure out words they do not know, that they lose track of what the story is about. It was also determined that teachers need to focus more of their reading instruction on comprehension strategies that the students can use during independent reading. The final sub-question addressed current theories on reading instruction. It was determined that there are several current theories of readings instruction such as Whole Language, skills-based and Phonics first. The researcher found that ____________. The researcher also found that __________.

Table of Contents
ABSTRACT…………………………………………………………………………………………………………………………………2

TABLE OF CONTENTS…………………………………………………………………………………………………………4

INTRODUCTION

Context of the problem…………………………………………………………………5 Statement of the problem……………………………………………………………6 Purpose of the Study………………………………………………………………………7 Research Questions……………………………………………………………………………7 Definition of terms…………………………………………………………………………8 Significance of the Study………………………………………………………… Organization of the Study………………………………………………………… I. REVIEW OF LITERATURE

Current Literature…………………………………………………………………………………………

RESEARCH DESIGN AND METHODLOGY

Research methodology……………………………………………………………………………………

FINDINGS

Results………………………………………………………………………………………………………………………

CONCLUSION

Introduction…………………………………………………………………………………………………………

Summary and Conclusion………………………………………………………………………………

Recommendations…………………………………………………………………………………………………

REFERENCES

References………………………………………………………………………………………………………………

Chapter I
INTRODUCTION
Context of the Problem
Education in America has gone through many changes when it comes to how students are taught to read. The ultimate goal is that all students become proficient with understanding what they read. Children being educated today still run the risk of not being functional readers even if they are taught using their preferred learning style and properly taught how to read. This is why it is so important that students get the best education possible, which means that the people educating them must be periodically trained...
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