Dissertations / Theses on the topic 'Reading teachers'
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Higham, Sonja. "Teachers' interactions during storybook reading." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11182008-160754.
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Melton, Dana Elizabeth Tharp Piveral Joyce. "Adaptation of the innovation configurations for school-based staff developers for the development of a measure of reading coach job performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6772.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Joyce Piveral. Vita. Includes bibliographical references.
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Farenga, Andrea Rhodes Dent. "Design and development of interactive multimedia for preservice reading education." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835903.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.
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Stoube, Deanna Mariea Floy. "The emergence and development of preservice teachers' professional belief systems about reading and reading instruction." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/267.
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Research about preservice teachers' beliefs indicates that the educational beliefs they have developed over time will have an impact on not only how they respond to the various experiences they have while enrolled in a teacher education program, but also their receptiveness to future professional development opportunities. I investigated the developing and emerging beliefs regarding reading and its instruction of four preservice elementary teachers during their participation in two university reading methods courses and the accompanying field-based experiences in the elementary teacher education program that was the site of my study. Two purposes framed the qualitative, longitudinal design of my study. One purpose was to examine the participants' prior, university-, and field-based experiences with reading and its instruction and the meaning they attached to these experiences. The second purpose was to learn how the participants incorporated into their developing belief systems as teachers of reading the various conceptions regarding reading development and its instruction they brought to and encountered during their university coursework and field experiences. Data sources included interviews, archival documents from the courses (reading philosophies, belief survey and autobiographical reading histories), reading expert surveys, reflexive philosophies and personal pedagogies. Results, presented in portraits for each participant, indicated that the participants created fictive images of the teachers they wanted to be that served as the lenses through which they interpreted both their university- and field-based experiences that were the focus of my study. When discussing their action agendas for teaching reading in the future, each participant relied on the fictive image she had created of herself as a teacher of reading. Consistent with existing research in this area, prior and field-based experiences with reading and its instruction seemed more influential in the development of these preservice teachers' beliefs than were the reading "methods of teaching" courses or instructors. A key implication, consistent with the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction (2003, 2007) recommendations, is for teacher educators to operate from and enact a clear vision of what reading instruction consists of across the elementary grade levels and content areas.
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Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.
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Coady, Kim Street. "No writer left behind examining the reading-writing connection in the reading first classroom through a teacher study group /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-122548/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Dana Fox, committee chair; Steven Whatley, Joyce Many, Amy Flint, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed August 8, 2008. Includes bibliographical references (p. 133-140).
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Molzahn, Debra M. "Teachers' attitudes toward shared reading, guided reading, and learning centers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf.
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Walker, Karen Elledge. "Preschool Teachers’ Constructions of Early Reading." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500020/.
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Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is taught and by which reading success is measured. Although this discourse directly influences the work of preschool teachers, little is known about what preschool teachers think about early reading and how they develop these understandings or constructions. Research concerning preschool teachers’ constructions is useful because of the potential influence on teachers' decisions and classroom behaviors. The purpose of this study is to better understand preschool teachers’ constructions concerning early reading and the process of learning to read. Six preschool teachers, with a variety of personal, educational, and professional experiences, from four diverse early childhood programs in the North Texas area were interviewed over a nine-month period during which each participant was interviewed for approximately three hours. Through systematic, inductive analysis, three themes were identified under an overarching theme of the interdependent and relational nature of early reading influences: out-of-school interactions, in-school interactions, and interactions with text. Without exception, these teachers referred to their life experiences as influencing their approach to teaching in general and to teaching reading in particular. The goals these preschool teachers had for their students and their instructional decisions were indications of their unique and evolving constructions of early reading and are absolutely grounded in their practice – in their life experiences and in their daily interactions with children. This study suggests that stakeholders should remember that these practical experiences are a primary influence on how preschool teachers think about early reading and the process of learning to read.
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Furey, Edith Margaret. "Teachers' descriptions of primary children's reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34766.pdf.
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Carrasco, Mary Epperson. "Kindergarten Teachers' Perspective on Guided Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2525.
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Within a Southwestern school system, deficits in early literacy skills exist as is illustrated by kindergarten students not meeting the requirements on the Phonological Awareness and Phonics Inventory (PAPI). To address this deficit in early literacy skills, the school system instituted the use of the Guided Reading Approach (GR); however, it was unknown how the kindergarten teachers were implementing GR. The purpose of this study was to investigate the experiences and challenges of kindergarten teachers who implement GR. Vygotsky's sociocultural theory of learning and constructivist theory provided the conceptual framework. Research questions explored the thoughts, attitudes, and beliefs teachers hold about GR as well as the challenges teachers face when incorporating GR. A case study methodology was used to investigate 6 kindergarten teachers' experiences with implementing GR through the use of interviews and document analysis. Analysis of data revealed that teachers believed that GR was a necessary component of teaching and increased student success. However, teachers did not have enough training, collaboration, or time to invest in GR. A professional training was developed for teachers as a result. The 3-day training will provide teachers with an overview of GR, opportunities for the participants to collaborate with colleagues, and time for the development of GR lesson plans that can immediately be transferred to the classroom. Positive social change may result by helping teachers better understand GR (components and implementation), which may result in an improved reading program, higher student performance, and information to influence others to improve reading programs.
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Scholz, Rachel. "How three expert middle school reading teachers engender interest in reading." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6782.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Morgan, Holly G. "Reading teachers' attitudes toward scripted reading programs a multiple case study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/morgan.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional advisors: Lois M. Christensen, Lynn D. Kirkland, Maryann Manning, Deborah Strevy. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 86-92).
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Curry, Shara B. "A multi-case examination of preservice teachers' perceptions of reading and the teaching of reading." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027094.
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The purpose of this multi-case investigation was to identify the perceptions of preservice teachers about reading and reading instruction as they began reading methods courses and to determine any changes in these perceptions that occurred during the undergraduate teacher education program. The goal of this research was to accumulate classroom and field-based data that would help to build a better understanding of why preservice teachers believe the way they do, what types of experiences are needed in the undergraduate reading programs to impact change, and how and when changes manifest themselves. The research concentrated on preservice teachers participating in two required reading methods courses and their student teaching placements. The influence of their background in learning to read, the methods courses, the cooperating teachers, and the professor on the perceptions of preservice teachers were investigated. Three groups of individuals provided information for this study:14 student participants, 17 teacher participants, and 3 key informants. The data collection process was divided into two phases based on the college curriculum schedule. The participant pool was narrowed at the end of the first phase, with 3 key informants chosen to allow for a more in-depth examination of the accumulating data. Several data sources contributed to this study. These included artifacts, such as reflective forms and lesson plans, the score resultsfrom DeFord's Theoretical Orientation to Reading Profile, field notes from observations, and transcripts of interviews. Findings from the data provided evidence that perspectives do guide the practices of preservice teachers and that these perspectives are open to change. The perspectives of the preservice teachers were affected by the Developmental Reading course and the cooperating teachers. As the preservice teachers were encouraged to reflect about previously held beliefs and the new information they were acquiring from courses and field experiences, they formed their own perspectives. Implications for the educational community were inferred and recommendations made for future research.Department of Elementary Education
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Kahn, Courtney J. "Implementation of reading tutoring strategies in the middle school classroom : preservice teachers' growth as content area reading teachers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Zeelie, Shani Antoinette. "Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.
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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy
2016 learner achievement data, aimed to examine the relationship between teacher
profiles in terms of teachers’ age, years of experience and formal qualification,
teachers’ participation in formal and informal professional development activities and
South African Grade 4 learners’ reading literacy achievement when controlling for the
socio-economic status of the learners. To accommodate all the variables used in the
study, a new conceptual framework was developed.
This study was initiated as a result of the PIRLS Literacy 2016 results which revealed
that South African Grade 4 learners achieved the lowest reading literacy scores out of
the 6 participating countries. This study is a secondary analysis utilising standard
multiple regression analysis of the PIRLS Literacy 2016 achievement data and the
contextual data from the teacher and school questionnaires.
The study’s results revealed that there is no statistically significant relationship
between South African teachers’ participation in either formal or informal professional
development and learners’ reading literacy achievement. Based on the literature
however, the emphasis was placed on the educational significance of teachers’
participation in effective professional development activities.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Mays, Lydia Criss. "Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform their Teaching Practices." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-162305/.
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Thesis (Ph. D.)--Georgia State University, 2009.Title from file title page. Diane Truscott, committee chair; Joyce Many, Barbara Meyers, Ramona Matthews, Floretta Reid-Thornton, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 155-174).
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Smith, Tara J. "The effect of teacher attitudes on response to professional development in literacy /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328731.
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Garrett, Jennifer Walz. "Children, parents and teachers' beliefs about reading." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1185305689.
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Thesis (Ph. D. in Speech-Language Pathology )--University of Cincinnati, 2007.Keywords: reading beliefs; reading definitions; reading purposes; learning to read; qualitative research. Advisor: Dr. Jo-Anne Prendeville Title from electronic thesis title page (viewed Nov. 20, 2007). Includes abstract. Includes bibliographical references.
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Lehmann, Jane Nedine. "Reading mathematics: Mathematics teachers' beliefs and practices." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186198.
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This study explores the relationship between university mathematics teachers' beliefs about the nature of reading mathematics and their practices regarding reading mathematics. It is a response to the calls for reform in mathematics education, particularly to the assertion made by the National Council of Teachers of Mathematics in 1989 that not all students can read mathematical exposition effectively and that all students need instruction in how to read mathematics textbooks. It presupposes a collaboration between reading and mathematics teachers to help students learn to read mathematics. The objectives were (1) to examine mathematics teachers' beliefs and practices regarding reading, mathematics, and thereby, reading mathematics; (2) to determine whether the theoretical perspectives implicit in those beliefs and practices could be characterized vis-a-vis the theoretical orientations that inform Siegel, Borasi, and Smith's (1989) synthesis of mathematics and reading; and (3) to determine the relationship, if any, that exists between mathematics teachers' beliefs about reading mathematics and their practices regarding reading mathematics. The synthesis presents dichotomous views of both mathematics and reading: Mathematics is characterized as either a body of facts and techniques or a way of knowing; reading, as either a set of skills for extracting information from text, or a mode of learning. The latter view, in each case, can be characterized as constructivist. The researcher was a participant observer in a university sumner program. The primary participants were fourteen mathematics instructors. Interviews were conducted using a heuristic elicitation technique (Black & Metzger, 1969). Field notes were taken during observations of classroom activities and other non-academic summer program activities. The data were coded using a constant comparative method (Glaser & Strauss, 1967) comparative method. Twelve instructors held conceptions of reading that were consistent with their conceptions of mathematics. Of those twelve, two held conceptions that could be characterized as constructivist; ten held conceptions that were not constructivist. Two instructors held conceptions of reading that were not consistent with their conceptions of mathematics. Of those two, one held a constructivist conception of reading but not of mathematics; one held a constructivist conception of mathematics but not of reading. Teachers' practices reflected their theoretical orientations. The study has implications for teacher education: If teachers' beliefs are related to their practices, then teacher education programs should (1) acknowledge the teachers' existing beliefs and (2) address the theoretical orientations implicit in various aspects of pedagogy.
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Nugen, Rebecca Ann. "Teachers' Evidence-Based Practices for Reading Deficiencies." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7244.
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The problem investigated in this study was that students at a rural elementary school in the midwestern region of the United States were not meeting achievement targets in reading on state standardized tests despite implementation of the district's evidence-based reading curriculum. With a conceptual framework based on Webb's depth-of-knowledge model and Piaget's sociocultural learning theory, the purpose of this single case study was to explore teachers' perceptions regarding the use of evidence-based teaching practices and how those practices influence students' reading skills. Using purposeful sampling to select licensed, experienced participants, the insights of 7 elementary reading teachers were collected through semistructured interviews and classroom observations of their instructional practices. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through triangulation and member checking. The findings revealed that teachers appropriately implemented the district's curriculum and recognized the need for evidence-based reading practices. Teachers acknowledged that the district's curriculum did not work for all students and that specialized strategies and resources were needed to reach students who were struggling with reading. A professional development project was created to assist teachers with identifying, assessing, and implementing specialized evidence-based reading strategies and resources. This study has implications for positive social change by providing a structure for teachers to build a repertoire of evidence-based strategies and resources to offer all elementary students, including struggling readers, improved reading instruction, and higher reading achievement.
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Williams, Brenielle. "Middle School Teachers' Perceptions About Reading Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5811.
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Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting factors in student literacy, and suggestions about improving literacy teaching. Ten middle-grade teachers from 3 district schools participated in semi-structured interviews on research-based instructional strategies, methods, and curriculum materials. Data from interviews and observations of teacher meetings were coded and analyzed thematically. Key findings included a lack of teacher knowledge about some evidence-based literacy instruction methods and uncertainty about the evidence supporting instructional methods. Administrative issues also emerged that impeded literacy instruction. The outcome of this study was a presentation to district administrators and a 3-day professional development (PD) program for teachers, with content tailored to address the needs of teachers in the 3 schools. This study fills a gap in the literature regarding the classroom use of evidence-based practices in schools with struggling students. The study provides a blueprint to help teachers improve their literacy instruction competency and ultimately improve the literacy skills of the students in this district.
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Smith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.
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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.
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Shively, Rebekah R. "Perceptions of Secondary Intensive Reading Teachers RegardingThe Implementation of Florida's Reading Policy." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/376.
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This research was designed to explore the perceptions of secondary reading teachers regarding their experiences while they implemented Florida’s secondary intensive reading policy. The purpose of this research was to obtain feedback on the policy implementation process for continuous improvement in future policy implementation. This research was qualitatively designed and conducted with three focus groups consisting of secondary intensive reading teachers from three Florida counties respectively, Duval, Nassau, and St. Johns.
The bounding theoretical and conceptual frames of this study were founded in political systems theory and shared leadership. The data from this study were compiled from three focus groups consisting of secondary reading teachers who implemented Florida’s secondary intensive reading policy. Data analysis was conducted using Boyatzis (1998) thematic approach as a means of analyzing the interview data. The data were coded using Sabatier’s (1986) construct of empowerments and constraints. Themes were identified using Hatch’s (2002) approach to inductive analysis. Eisner’s (1998) concept of educational criticism and professional literature within the educational criticism process provided a guide to the selection of important and relevant ideas based on my connoisseurship of the secondary reading initiative and my experience as a reading coach and teacher during the initiative.
Three overarching themes were identified from the analysis of the teachers’ experiences: (a) A sudden change of content is a challenge to implementing policy change; (b) Challenges from inside and outside of the classroom hindered policy implementation; (c) Policy implementation brings insights: changing trends in assessment formats and instructional implications may call for new instructional strategies. This study found teachers were not adequately prepared in all areas to undertake the implementation of a new content area. In recounting their perceptions regarding their experiences of this policy implementation, teachers were exceptionally open about the areas in which they were not prepared to do the tasks they were given to do. This study also found teachers were valuable resources of information about the policy implementation process.
Participant responses reinforced the need for communication and dialogue between secondary reading teachers and district level administration with particular emphasis on incorporating teacher feedback on student scheduling issues, instructional technology issues, and curriculum resources and development. Participants strongly reinforced the need for intra-district and inter-district collaborative professional development. Participants in this study speculated on the implications of online literacy as opposed to its more traditional form. They noted that reading online is a different experience from reading a book or a test in paper format, and they perceived a gap in their instructional methods and knowledge regarding how to instruct students in online literacy.
Based on the discussion of this research, recommendations for further research and educational leadership were developed.
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Kershaw, Maxine Y. "Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4069.
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There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using constructivism as a conceptual framework, the research questions focused on the trends in students' Domine assessment scores, the perceptions of teachers regarding the use of the assessment in planning and instruction, and the actual use of assessment results for facilitating construction of students' learning in reading. Interview data were collected from 11 participants who are kindergarten and first-grade teachers who had administered the Dominie assessment in one school in the district. Themes emerged after data analysis yielding strategies to address needs for time for assessment, training and supplementary methods, improvements in the assessment itself, and special knowledge to use Dominie data. A professional development project that allows teachers to help students construct their learning in ways that encourages them to reflect on experiences and use prior knowledge to improve reading skills was developed. Positive social change might occur as teachers expand their knowledge and instructional approaches through this professional development project in ways that could improve learning and reading skills for kindergarten and first-grade students in this school and others in the district.
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Mayfield, Helen Marie. "Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2610.
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This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can be gained from the instruction provided during ASPs. During the quantitative phase, a paired-samples t test was conducted using archived data from 2014 on 43 ELLs. The result was a significant increase in reading from pre- to posttest. In the qualitative phase, two 3rd grade ASP teachers were interviewed about their perceptions of the reading curriculum and those interviews were then analyzed using In Vivo coding and 2 cycle analysis. Themes revealed were professional development (PD), curriculum presentation, instructional strategies, and ASP modifications. A 4-day PD was designed for teachers providing plans to teach ELLs academic content and literacy. PD would provide teachers with reading instructional strategies to teach ELLs, which may increase their achievement on state tests to decrease the ELL reading achievement gap. Implications for positive social change include using an ASP and PD to increase ELLs' reading achievements and to increase success on state mandated tests.
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Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.
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Loring, Ruth M. "Questions Used by Teachers with Skilled and Less Skilled Readers." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331752/.
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This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory observation of reading instruction through audiotape recordings, a low-inference observation instrument, and field notes were analyzed using the chisquare statistic, log-linear analysis, and descriptive statistics. Each question/response/response loop which occurred during the eighty observations was analyzed as to the cognitive level and function of the question, designation and wait-time of the student's response, the appropriateness, type, and length of the student's response, and the content of the teacher's response. Within the limitations of this study, the following conclusions have been formulated. 1. Teachers use different cognitive levels of questions for particular functions as dictated by the specific needs and characteristics of the students in the skill level. 2. Although teachers ask the majority of questions at the cognitive-memory and convergent levels rather than the higher divergent and evaluative levels among both skilled and less skilled readers, the primary function is that of extending. It appears that teachers use questions as a way of encouraging student participation during reading instruction. 3. Among both skilled and less skilled readers, teachers practice a fast pace approach to questioning, waiting an average of one to two seconds for a response. 4. Paths of sequence for question/response/response loops are similar for both skilled and less skilled reading groups. The function of extending typically followed focusing and clarifying, demonstrating the teacher's apparent effort to include as many students as possible during instruction.
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Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.
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Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.
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Nuñez, Abigail Catherine. "Beginning teacher development and mandated reading programs a context for integrated teacher preparation and support between a university's teacher education program and a local school district /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619402621&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Closen, John P. Klass Patricia Harrington Lynn Mary Ann. "The relationship between Illinois elementary reading achievement and selected district teacher characteristics." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004081.
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Thesis (Ph. D.)--Illinois State University, 1989.Title from title page screen, viewed October 18, 2005. Dissertation Committee: Patricia H. Klass, Mary Ann Lynn (co-chairs), Richard Berg, John Goeldi, Ronald L. Laymon. Includes bibliographical references (leaves 93-99) and abstract. Also available in print.
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Rosén, Lucas. "Reading Comprehension and Reading Strategies - How Teachers Interpret and Work Towards the Reading Goals for Year 9." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33823.
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The aim of this dissertation is to examine how teachers perceive the reading goals stated in the syllabus for English, and how they work towards the goals for year 9 that emphasize reading comprehension and reading strategies. Reading comprehension in English among students in year 9 had weakened in the period in-between the latest national survey of the Swedish school-system NU03, which was carried out in 2003, and the national survey done in 1992. The period in-between these two surveys saw the introduction of a new curriculum, a new syllabus and a new grading system. Thus questions arise about the role and status of the new syllabus, and how the teachers perceive the goals for reading and choose to work towards these. Through the use of qualitative interviews, this paper investigates how three teachers at a secondary school in the south of Sweden interpret the goals to attain, and how they work on increasing the reading comprehension and improving the reading strategies of their students.
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Grönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.
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This is a study about English teachers’ perception on teaching students with dyslexia reading and reading strategies and their knowledge gained on the subject matter. The aim was to identify, describe and analyse the teacher‟s perceptions of teaching Swedish students with dyslexia in four Swedish mainstream secondary schools. The data for this study was collected by interviews from four English teachers in four different mainstream secondary schools. The results show that English teachers get too little in-service training from their employer about dyslexia and reading difficulties. In addition the English teachers need to become more familiar with what reading strategies are and what new learning assisting materials students with dyslexia can make use of, such as new applications and the new HELP-program.
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Cox, Lillian Sharon. "Teacher empowerment change and Reading Recovery professional development training /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137691.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2004.Reading Recovery has registered trademark symbol after the "y" in Recovery in title. Typescript. Vita. Includes bibliographical references (leaves 131-144). Also available on the Internet.
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Collie, Ellen Rose Mason. "What foreign language teachers believe about reading and reading instruction : a classroom study of six secondary French and Spanish teachers /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034179024.
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Tobias, Adrianne Bernice. "Teachers' knowledge of miscue analysis." Thesis, University of East London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303848.
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Ray, Sheila Heard. "Reading Teacher's Perceptions of the Implementation of Third-Grade Reading Guarantee." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2868.
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State legislators in the Midwestern United States implemented a Third Grade Reading Guarantee law to prevent the promotion of Grade 3 students with poor reading skills to Grade 4. As a result, schools implemented innovative reading interventions, thereby driving a need to determine teachers' concerns and levels of use (LoU) of these innovative interventions. The purpose of this qualitative case study was to understand Grade 3 reading teachers' stages of concerns (SoC) and LoU in implementing reading interventions, and teachers' comprehension of the innovation configurations, in view of the new Third Grade Reading Guarantee law. The conceptual framework used to undergird this study was the concerns-based adoption model. The SoC described 7 categories of possible concerns for an innovation, and the LoU described 8 behavioral profiles that educators used in practice. Data collection occurred through in-depth interview sessions using a purposeful sample of 10 Ohio Grade 3 reading teachers. Emergent themes were identified through a coding and thematic data-analysis process. Findings revealed that Ohio Grade 3 teachers' dominant SoC was a need for collaboration with other teachers. The second dominant SoC was a need to refocus on how the reading interventions would be used for the following school year. Findings showed that teachers' level of usage in Year 1 were at the mechanical level, focusing on the daily usage of the manual. In Year 2, teachers refined their practice and were better able to vary implementation format. Teachers' use of innovations improve at-risk students' reading skills, making them better scholars, who are then able to compete on many levels, and as future adults they will be able to make a positive social change by giving back to their communities.
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Harrison, Kimberly S. "Third-Grade Teachers' Perceptions of Balanced Literacy." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3776.
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In response to fourth grade students' performance on the National Assessment of Education Progress reading test, states across the nation have enacted laws which stipulate third-grade students achieve reading proficiency in order to be promoted. With the passage of the South Carolina Read to Succeed Act 2014, school leaders in an urban school district implemented a balanced literacy framework to address 3rd grade students' low reading achievement. Approached from a constructivist framework, the purpose of this qualitative case study was to present 3rd grade teachers' perceptions of the balanced literacy framework with regard to students' reading achievement. Vygotsky's theories of zone of proximal development and scaffolding served as the framework guiding the study. For this study, 5 3rd-grade teachers from elementary schools within the same urban district in South Carolina participated in one-on-one interviews, observations, and a focus group. The data analysis consisted of coding to categorize participants' responses for emerging themes and summarize teacher perceptions. Three major themes emerged: (a) Implementing Balanced Literacy to Promote Reading Achievement, (b) Teachers' Perceptions Affected Reading Outcomes, and (c) Challenges to Balanced Literacy and Professional Development Needs. Subsequently, a 3-day professional development was developed for 3rd-grade teachers that focused on effectively implementing the balanced literacy framework to increase reading achievement. This study can promote social change by increasing teacher expertise in implementing the balanced literacy framework, increasing reading achievement, and positively impacting students' school success and college and career readiness.
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Andrews, Jill Lambert. "Teacher certification, teaching style, and student achievement in Arizona charter schools." Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.
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Allman, Ruth. "Secondary teachers' perspectives on adolescent content area reading." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31196.
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This cross-sectional survey study was designed to investigate secondary teachers' beliefs, attitudes and reported practices related to content area reading and strategy instruction. The survey was conducted with 119 teacher leaders in eighteen secondary schools in a large multicultural school district in Western Canada during the spring of 2004. Respondents were selected because of their subject area expertise and leadership role in the field. Key findings were that respondents: (a) identified struggling readers in their classes as predominately male and typically in grades 8-10; (b) indicated that students struggled with comprehension and critical reading skills; (c) identified external factors as hindrances to students' successful literacy development; (d) indicated inadequate knowledge of content area reading instructional strategies; (e) reported a limited range of assessment tools used; and (f) identified obstacles related to, and a need for, programs and professional development that address the needs of struggling readers. It is concluded that there are three key areas of knowledge that teachers need in order to help students read content area materials: (a) knowledge of assessment tools that will help them identify areas in which their students struggle; (b) knowledge of content reading strategies that are integrated into disciplinary teaching, together with formative assessment that will support instructional decision-making; and (c) long-term and situated professional development programs in content area reading and strategy instruction that are sensitive to the context of their professional lives and that facilitate learning communities in schools.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Rooks, James K. "Teaching teachers to teach reading, a self-study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0008/NQ35416.pdf.
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Warmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.
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Miller, Jennifer. "Eighth grade reading curriculum how teachers make choices /." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1190057922.
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Thesis (Ph. D.)--Kent State University, 2007.Title from PDF t.p. (viewed July 15, 2008). Advisor: Nancy Padak. Keywords: Curriculum; reading; standards; adolescent literature. Includes survey instrument. Includes bibliographical references (p. 206-217).
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Houston, Raenell. "Teachers' Perceptions of the Implementation of Reading First." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1100.
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The purpose of this phenomenological study was to understand teachers' experiences related to the implementation of Reading First in the classroom and more specifically, how Reading First has impacted curriculum, instruction, assessment, student achievement, and professional development. The participants for this study were five certified, kindergarten and first grade public school teachers. In depth interviews were conducted with each participant regarding her experiences with the implementation of Reading First. Once collected, the data was then analyzed according to a method advanced by Moustakas (1994) and reported. Findings and recommendations included, but were not limited to the following: 1. There are advantages and disadvantages for both students and teachers. The biggest disadvantage for teachers was the lack of flexibility and instructional decision-making imposed by Reading First. 2. Most of the teachers felt there needed to be more of a focus on comprehension, not just phoneme segmentation and oral reading fluency. 3. Some teachers felt that Reading First hurts some of the kids, especially the lowest kids and the above level kids. 4. All participants in this study reported collaboration with other teachers, interventionists, and reading coaches regarding curriculum, instruction, assessment and student achievement. 5. All of the teachers stated that they have received professional training as a result of Reading First which in turn has helped them to become more effective teachers. The researcher believes that the administrators of Reading First need to be more flexible and receptive to the input of those, namely teachers, who implement the directives. There needs to be a course of action allowing for a review to be done and modifications to be made to ensure that the premise of Reading First is upheld.
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Miller, Jennifer Lynn. "Eighth Grade Reading Curriculum: How Teachers Make Choices." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1190057922.
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Wierszewski, Emily Ann. "A Readerly Eye: Teachers Reading Student Multimodal Texts." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1281183575.
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Nóbrega, Daniela Gomes de Araújo. "EFL reading teachers' procedures in Florianópolis public schools." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/83750.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras-Inglês.Made available in DSpace on 2012-10-20T03:03:13Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T01:41:39Z : No. of bitstreams: 1 182191.pdf: 2026072 bytes, checksum: afc443c4b9871cbb20d20a87527192e4 (MD5)
A finalidade deste trabalho é analisar o que os professores de Inglês fazem em suas aulas de leitura e investigar quais os objetivos deaprendizagem que eles enfatizam no ensino de leitura, e qual o tipo de resposta que eles estimulam nos alunos. Vinte professores e 120 alunos de escolas públicas de Florianópolis, Santa Catarina, Brasil, participaram da pesquisa. Os dados deste estudo vieram de entrevistas com estes vinte professores, de doze horas de observações de aulas com dois dos vinte professores entrevistados, e a aplicação de um questionário a estudantes que assistiram às aulas observadas. Os resultados da entrevista revelaram que a maioria dos professores procura enfatizar o estudo do vocabulário, pronúncia através de leitura em voz alta, mais atividades de leitura passiva do que ativa e questões que lidam com compreensão no nível literal. No que diz respeito à observação de sala de aula, os resultados mostraram que o(a) Professor(a) A procura basear suas aulas seguindo uma pedagogia mais tradicional do ensino de leitura; ensino este que se assemelha com a abordagem direta, o modelo ascendente de leitura e com a metodologia focalizada na testagem. Sobre o(a) Professor(a) B, os resultados demonstraram que este(a) professor(a) parece ser mais consciente em treinar os estudantes para praticar as estratégias de leitura aplicando atividades que encorajam a aprendizagem cooperativa. Os resultados referentes aos questionários dos estudantes indicaram que eles parecem acreditar que os principais objetivos de aprendizagem no ensino de leitura em Inglês como Língua Estrangeira são o estudo do vocabulário e a pronúncia das palavras. De acordo com eles, é por meio da tradução que eles podem entender o que eles lêem em Inglês. Este estudo, portanto, foi uma tentativa de descrever o perfil dos professores de Inglês no ensino de leitura e também determinar o tipo de respostas que estes professores costumam motivar nos seus estudantes do ensino secundário de duas instituições educacionais do sul do Brasil.
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Louden, Jennifer. "Novice Teachers' Perspectives of Learner-Centered Reading Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5219.
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Learner-centered reading instruction was underrepresented in novice K to 5 teachers' classrooms despite a district mandated requirement to use them. When learner-centered reading instruction is not used, students are less motivated to learn and less likely to become proficient readers. The purpose of this bounded qualitative case study was to explore novice K to 5 reading teachers' perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. The conceptual framework was based on the Arkansas Department of Education's science of reading and Weimer's learner-centered teaching. The research questions focused on exploring novice K to 5 teachers' perspectives of learner-centered reading instruction and how they taught a comprehensive reading curriculum in their classrooms. Purposeful sampling was used to select 10 novice K to 5 reading teachers. Data were collected through semistructured interviews and classroom observations. Data were analyzed using thematic analysis and open and axial coding strategies, which led to themes. Participants identified that they were unprepared to implement learner-centered reading instruction and did not feel they had time to collaborate and plan learner-centered instructional lessons. Based on these findings, a professional development series was designed to support novice teachers' implementation of learner-centered reading instruction. The findings from this study and the resulting project may lead to positive social change when novice teachers implement learner-centered reading instruction leading to increased student motivation and reading achievement.
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Stewart, Olwen Suzette. "Teachers' Perceptions of Differentiated Instruction in Elementary Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2241.
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Many teachers in a low socioeconomic school district in Florida struggle with differentiating instruction for the large at-risk population; however, one school has been identified as a high functioning school. The purpose of this qualitative case study was to investigate how classroom teachers at the high functioning school are differentiating instruction and how their reading coaches are supporting the teachers in designing instructional interventions. Guided by the concepts of Vygotsky's zone of proximal development and Tomlinson's differentiated instruction, this study examined the connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk students. The research questions focused on the perceptions of teachers and reading coaches about instructional interventions and differentiated instruction. The participants were classroom teachers and reading coaches with 2 or more years of teaching experience in grades 3-5. A case study design was used to capture the insights of 7 participants through interviews and school district public artifacts. Emergent themes were identified from the data through open coding and findings were developed and validated. The findings indicated that at-risk students benefit from (a) dedicated, caring teachers; (b) strong stakeholder support; (c) on-going professional development; (d) opportunities for teacher collaboration; and (e) effective differentiated instructional strategies. Implications for social change include increased instructional effectiveness for teachers that improve academic performance of at-risk students.
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Weber, Diana Dahlin Hinchman Kathleen A. "Preservice teachers' beliefs and practices regarding constructivist literacy teaching in Huanuco, Peru." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.
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Parkerson, Waverley. "Teachers' Perceptions of Increased Informational Reading Implemented Within the Common Core." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4470.
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The educational shift to the common core requires educators to increase the amount of informational text that is used within their classroom. The struggle for whole group use of informational text related to units of study proved to be challenging for teachers at the study site. Guided by constructivist theory that states learners must have the means to construct knowledge and understanding, the purpose of the study was to explore the current practices and needs of teachers in reaction to the increased use of informational texts. The research questions addressed the teaching strategies and guidance that teachers provide for students' learning, what current challenges teachers have, and their needs for better implementation of the Common Core Standards. Eleven teachers from 3rd to 5th grades were interviewed and participated in a focus group. Analysis and organization of the data through its transcription and coding led to the emergence of 4 themes: the need for professional development, time management, integration of curriculum, and creativity in the language arts classroom. The findings inspired the creation of a 3-day professional development to provide teachers with an opportunity to collaborate, create, engage, and learn. This study supports positive social change by providing a resource for teachers to better serve students in having the ability to read for information in an integrated manner. This ability will help students in their educational responsibilities and perhaps future endeavors in understanding societal issues.