Linking recommendations from psycho-educational reports to curriculum outcomes for the Atlantic Provinces: Examining evidence-based practices in reading instruction.
Kara K., MacLeod-MacDougall
Mount Saint Vincent University
This thesis examined evidence-based practices in instruction for students struggling to acquire reading skills. These practices were then used to formulate recommendations which relate to the Atlantic Canada English language arts curriculum outcomes. The two main purposes for this thesis were to better inform school psychologists and teachers about evidence-based practices in reading instruction for students who struggle with reading; and to relate psycho-educational recommendations to the curriculum outcomes provided in the Atlantic Canada English Language Arts Curriculum, both in the Elementary K-3 (e.g., New Brunswick Department of Education Curriculum Development Branch, 1998) and Grades 4-6 (e.g., Nova Scotia Department of Education and Culture, 1998) documents.
Reading skills , Evidence-based practice , Instruction , Curriculum outcomes , Atlantic Canada , Struggle with reading , Recommendations