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Dissertations / Theses on the topic 'Education Individualized reading instruction'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

Pilgrim, Jodi L. "A Study of Vocabulary Instruction with Fourth Grade Students Participating in an Individualized Reading Program." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2508/.

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he purpose of this study was to determine the effects of one approach to vocabulary instruction on the reading and writing vocabulary of fourth grade students in an individualized reading program. The vocabulary instructional approach used student-selected vocabulary words as well as instruction in vocabulary strategies such as context clues, structural analysis, and definition strategies. The twelve week study exposed one fourth grade classroom to vocabulary instruction in a Reading Workshop setting. Major components of the program were mini-lessons, which often involved vocabulary strategies, the silent reading of self-selected books, one-on-one researcher/student interactions, and the self-selection of vocabulary words. The research design is descriptive in nature and used both qualitative and quantitative research methods. Qualitative data included student interviews, teacher interviews, student writing samples, and field note observations. Quantitative data included vocabulary test scores from two groups of students, Group A and Group B. Group A participated in the self-selected vocabulary approach and received vocabulary instruction from the researcher acting as participant observer. Group B received some vocabulary instruction from their classroom teacher, but did not participate in the same program. The test was constructed weekly from a class (Group A) generated list of ten words. Results from vocabulary tests indicate that the vocabulary instruction was effective in helping Group A learn vocabulary. Multiple exposures to words as well as use of vocabulary words in context influenced student performance on tests. Results from qualitative data indicate that students attend to vocabulary words in their print environment. In addition, students used vocabulary words in expressive language, including writing and speaking. The results of this study support opportunities for wide reading, implementation of a variety of vocabulary strategies, repeated exposures to vocabulary words, and opportunities for student choice of vocabulary, as ways to enhance vocabulary learning.
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Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

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3

Haynes, Leslie Clayberger. "Reading matters a case study of a community volunteer tutoring program /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=413.

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4

Arthur, Mary L. "Examining the Nature of Interactions which Facilitate Learning and Impact Reading Achievement During a Reading Apprenticeship: A Case Study of At-risk Adolescent Readers." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2233/.

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The purpose of this qualitative case study was to explore the interactions that take place during a reading apprenticeship which facilitate the learning of reading strategies by adolescent students who are at the middle school level and are still at-risk for reading failure and to investigate how a reading apprenticeship affects reading achievement in the areas of fluency, vocabulary development, comprehension, and the self-perception of the reader. The case study was descriptive and interpretive in nature, and examined two students, each of whom was part of a one-to-one reading apprenticeship. The researcher served as participant observer in both cases and was the teacher in each of the one-to-one reading apprenticeships. The primary data set was qualitative in nature, and elements of quantitative data were also considered. Sessions included pretesting and posttesting using the Classroom Assessment of Reading Processes (Swearingen & Allen, 1997), reading from narrative or expository books, working with words, writing, and dialoguing about the reading. Reading strategies were directly taught, modeled, and reinforced by the teacher/researcher with the goal of the students internalizing the strategies and improving their reading in the areas of fluency, vocabulary development, and comprehension, as well as improving their attitudes toward reading and their self-perception about their reading ability. This study described a reading apprenticeship which positively impacted reading achievement for two students in the areas of fluency, comprehension, and vocabulary development, as well as influencing their motivation for reading and their self-perceptions as readers. The environment of the reading apprenticeship, the dialogue that occurred throughout the reading apprenticeship, and strategy instruction, modeling, and reinforcement were found to be factors and interactions which facilitated learning during this intervention.
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5

Haymon, Clarissa. "Technology with Differentiated Instruction for Advanced Middle School Students' Reading Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6214.

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Educators offer rich learning experiences to all students, including advanced learners. A school district experienced a decrease in improvement percentiles on annual state reading achievement tests for advanced middle school students between 2012 and 2015. Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction in a middle school that has a large percentage of advanced learners. The program was fully implemented for advanced 6th through 8th grade students beginning in the 2017-18 school year. Using a causal-comparative design, the archived reading scores of 120 advanced 6th through 8th grade students were compared pre and post implementation of Achieve 3000. A paired samples t test examining the overall effect of the intervention indicated that students' posttest scores were significantly higher than their pretest scores. A mixed design ANOVA was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (6th, 7th, and 8th) on students' scores. A significant time by grade interaction was present with 6th grade advanced learners showing significantly greater increases in reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program is effective for meeting the specialized differentiated instructional needs of advanced learners. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.
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Pitre, Barbara J. (Barbara Jean). "The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277768/.

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The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading achievement and attitudes of at-risk students in a low achieving urban school. An additional purpose was to determine teacher attitudes toward using technology to deliver, measure, and manage instruction.
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7

Chilton, Bonnie Janine. "An intervention plan for "at risk" students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.

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This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.
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8

Duty, Sandra Lee. "The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers: A Case Study." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2710.

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For decades, struggling readers have been a central focus of American public schools. In the United States, many students who struggle with reading comprehension are not receiving high-quality instruction that ensures comprehension of text. Elementary teachers are faced with the challenge of how to structure and organize literacy instruction that ensures growth in reading comprehension for struggling students. The purpose of this case study is to explore the impact of a reading framework on fourth grade struggling students’ reading comprehension, attitudes and engagement. This case study looks specifically at the impact of the Daily 5 and CAFÉ literacy framework that seems to respond to the needs of struggling students and includes Oregon state standards in literacy. The fundamental research questions that guided this study are: (a) How do struggling students perceive their experience in Daily 5 and CAFÉ reading framework, (b) How do struggling students respond to the comprehension strategies taught in the Daily 5 and CAFÉ reading framework, (c) What are struggling students’ attitudes toward reading, and (d) What kind of growth in reading comprehension did the struggling students have over one year? This case study used a constructivist and transactional theoretical lens. Data collected include: interviews, surveys, questionnaires, Draw-a-Reader, journals, and achievement tests. The main finding indicates that fourth grade struggling students made progress in reading comprehension when they engaged in Daily 5 and CAFÉ framework. In addition, findings indicate that their progress was facilitated by certain conditions: (a) letting students choose their reading and writing materials, (b) helping student select explicit reading goals, (c) setting up a positive and supportive classroom environment, and (d) offering opportunities for students to collaborate with each other while reading. The results of this study suggest that the Daily 5 and CAFÉ combined literacy framework benefits struggling readers by producing positive results in reading comprehension as well as contributing to better student attitudes and increased student engagement. With the ever-increasing importance placed on United States National Common Core Standards and Smarter Balanced Assessments as well as the need to address the reading challenges for struggling readers, the Daily 5 and CAFÉ combined literacy framework offers hope for students and teachers alike.
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Smith, Kathy Joiner. "Impact of READ 180 on Adolescent Struggling Readers." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/355.

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The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.
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Peyton, Julia Ann. "Comparison of more-decodable and less-decodable text paired with systematic phonics instruction in a supplemental tutoring setting with at-risk first-grade students /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7916.

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11

Lindberg, David Seaman III. "Enhancing Individualized Instruction through Hidden Markov Models." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405350981.

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12

Cherian, Mary. "Individualized education programs (IEPS) as lived experiences." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063403/.

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13

Jackson, Dean Milanda Dyal Allen. "Principals' perceptions of the effectiveness of reading coaches and the necessity of reading coaches within elementary schools." Auburn, Ala, 2010. http://hdl.handle.net/10415/2053.

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LEE, SOO YUN. "Dynamic Assessment in Foreign Language Individualized Instruction." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180.

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15

Hulick, Abby Godbold John V. "The effects of Reading Recovery as an early intervention in reading." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633411.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: John V. Godbold (chair), Thomas G. Baer, Robert L. Fisher, R. Kay Moss, Kenneth H. Strand. Includes bibliographical references (leaves 118-125) and abstract. Also available in print.
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O'Brian, Mary M. Smith Paula J. "A comparative study of paradigms related to the assessment process for determination of individual student needs a journey through the maze /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803732.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 7, 2006. Dissertation Committee: Paula Smith (chair), Jeffrey Bakken, Raymond Schmitt, Mark Swerdlik, David Tucker. Includes bibliographical references (leaves 95-105) and abstract. Also available in print.
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Steele, Kristi. "Differentiated teacher training for differentiated instruction." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KSteele2006.pdf.

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18

Peters, Rochelle. "The Effect of Giving Class Time for Reading on the Reading Achievement of Fourth Graders and the Effect of Using a Computer-Based Reading Management Program on the Reading Achievement of Fifth Graders." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279001/.

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This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.
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Anderson, Nancy L. "Reconstructing scaffolded writing instruction from Reading Recovery /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943610785606.

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Fontanini-Axelrod, Angela M. "Linking assessment to intervention utilizing experimental analysis of reading problems to develop individualized interventions /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200636.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.
Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).
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Ruzicka, Dennis Edward Neuleib Janice. "Cognitive style and individualized instruction in a community college composition program." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914573.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.
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Eastman, Vicki L. "Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560834.

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Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups. The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment was conducted using running record reading assessments focusing on the total number of errors recorded. This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.
Department of Elementary Education
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23

Wright, Hope D. "Teachers' Perceptions of the Use of Individualized Differentiated Instruction in Planning, Teaching, and Professional Responsibilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4826.

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Only 4% of the teachers at a southeastern grade school met the differentiated instruction standard in the state's teacher evaluation system. A qualitative case study design was used to examine elementary (K-5) teachers' perceptions of individualized differentiated instruction as it relates to planning and preparation, and teaching and professional responsibilities at one school in a southeastern state. Individualized differentiated instruction is altering instruction to fit students' needs; teachers who lack individualized differentiated instruction skills do not meet students' specific instructional needs. Danielson's framework for teaching guided this study. The sample consisted of 12 regular education, reading or math teachers in grades K-5 at the study school. Data were collected through review of lesson plan documents and face-to-face interviews. Transcripts were coded and analyzed thematically, and comparative analysis was used to compare the themes to Danielson's conceptual framework. The findings suggested that teachers' use of individualized differentiated instruction was influenced by the amount of planning time, inadequate professional development, and a sense of professional responsibility regarding teaching using the Danielson framework. Participants' planning and preparation for individualized differentiation did not necessarily lead to teaching using differentiated instruction; therefore, a professional development project on the use of differentiated instruction with students was developed. The study impacts social change by providing recommendations for planning effective professional development that improves individualized differentiated instruction and student learning outcomes.
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Campbell, Robin. "Oral reading and teacher instruction : the development of oral reading in two young beginning readers and the effects of instruction upon that reading." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10020160/.

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Wang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.

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Reading instruction in China and that in the United States are so different that they are not compatible. In fact, they seem to go in opposite directions. This study examined some of the differences between Chinese EFL reading instruction and American ESL reading instruction through analyzing selected tape-recordings of reading classes from China and the United States, and comparing Chinese EFL reading textbooks with American ESL reading textbooks. This study was intended to answer the following questions. 1. Is a bottom-up method of reading really taught in China while a top-down method is taught in the United States? 2. Compared with the ESL reading textbooks used in the United States, do the Chinese EFL reading textbooks have a larger proportion of exercises dealing with vocabulary, grammar and pronunciation and fewer items in reading skills? 3. Compared with the American ESL subjects, what are the strengths and weaknesses of the Chinese EFL subjects in reading comprehension in terms of recognizing main ideas, understanding direct statements and drawing inferences?
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Hur, Suhng-june. "Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037504.

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Knutson, Jennifer S. "The effect of corrective feedback and individualized practice guided by formative evaluation on the reading performance of children who have not made adequate progress in early reading instruction /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181106.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.
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Vaughn, Elizabeth Susan. "A study contrasting differentiated and cooperative learning styles and their relationship to motivation of K-5 students." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002vaughne.pdf.

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Clements, Jami Beth. "The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642577.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district’s student population.
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Clements, Jami Beth. "The Impact Of The Balanced Literacy Approach In Reading Instruction On Student Reading Motivation And Reading Competence." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092023.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district's student population.
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Gibbons, Agatha Lee. "Reading Instruction for Students with Intellectual Disabilities:Inservice Teachers' Perceptions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9073.

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Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may lead to insufficient and/or misguided instruction of these students limiting their potential learning and growth (Kliewer, Biklen, & Kasa-Hendrickson, 2006). This qualitative case study explored the perceptions and lived experiences of eight special education teachers from five different school districts, who both worked with students with intellectual disabilities and mentored preservice teachers who worked with students with intellectual disabilities in the area of reading. This study focused on the perceptions of these special education teacher/ mentors before, during and after receiving training in the Targeted Reading Intervention (TRI) program, based on five areas of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Vocabulary. Data suggested a universal lack of support and training in reading for these special education teacher/mentors. Changes of perceptions and teaching practices of the special education teacher/mentors relative to explicit reading instruction for students with intellectual abilities are explored. Implications for practice are included.
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Swift, Kristie M. "The effect differentiated instruction in social studies has on student performance." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf.

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Stepule, Kristine L. "The benefits of reading instruction in a multiage classroom /." View abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1551.html.

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Thesis (M.S.) -- Central Connecticut State University, 1998.
Thesis advisor: Dr. Patti Lynn O'Brien. "...in partial fulfillment of the requirements for the degree of Master of Science in Reading/Math." Includes bibliographical references (leaves [26-27]).
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Keith, Karin, Renee Rice Moran, Huili Hong, and LaShay Jennings. "Reading UPSTREAM." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1007.

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Kempf, Elizabeth Ann. "Teachers' Perceptions About Reading Instruction In Elementary Inclusion Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6230.

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Researchers argued that special education students should learn alongside regular education students because involvement with peers affects special education students' ability to assimilate information. However, inclusive elementary classroom teachers in a local Texas school were struggling to meet the learning needs of their diverse student populations in reading instruction. The purpose of this study was to explore teachers' perceptions about reading instruction in an inclusion setting and to investigate what teachers believe was needed to improve the effectiveness of their practice. King-Sears's inclusion instructional model served as the conceptual framework to guide this study. The research questions were focused on primary teachers' perceptions on using reading strategies, the challenges teachers confront instructing reading with a diverse population, and suggestions for professional development related to improving instructional reading pedagogy in the inclusion classroom. A case study design provided the insights of 9 teachers in inclusion classrooms, through individual interviews, reflective journals, and observational notes. Emergent themes were identified through an open coding process and the findings were conceived and validated through participant examination. The findings revealed that primary teachers struggle with identifying reading strategies when instructing the diverse population of students in the inclusion classroom, and teachers are challenged with multiple issues such as team teaching to effectively engage and instruct all students. This study may lead to positive social change by supporting teachers' efforts to improve their instructional practices, which have the potential to improve literacy for all students and with that, will benefit the communities of these students.
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Geiges, Beth J. "Pedagogy for Reading in Rural Alaska| The Effect of Culturally Relevant Reading Materials on Student Reading Achievement in Chevak, Alaska." Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685938.

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This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7th and 8th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community as well as student surveys on motivation.

Results from the study indicate that student achievement in Reading using the CRRM program, as measured by standardized tests, namely Edformation’s AIMSweb® (2002) tests of both R-CBM and MAZE, met with similar results in student Reading achievement using a Western curricular program. Both control and experimental groups in the quasi-experimental, exploratory sequential mixed methods study showed significant growth in Reading achievement in both fluency and comprehension, on standardized tests over a 12-week interval.

Results from the study showed students in the CRRM program showed no significantly greater growth in reading comprehension or fluency during the study, as measured by AIMSweb® tests of MAZE and R-CBM. Student survey results showed increases in student motivation to read, enjoyment of reading class, and desire to read CRRM. Written questionnaires from community members outlined criteria for student success in reading.

The results indicate that Alaska Native culturally relevant materials and teaching techniques can be used interchangeably with Western curricular materials in Alaska Native village schools with expectation of similar success in student Reading achievement. Students are eager to have CRRM in Language Arts classes, and the community is encouraged by the promising results.

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Dwyer, Edward J. "Reading the Walls." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3396.

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38

Child, Angela R. "Explicit Instruction Elements in Core Reading Programs." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1176.

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Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP reading lessons. This study sought to answer the question: What elements of explicit instruction or instructional moves are included in the five most widely published CRP teachers’ edition lessons across five essential components of reading instruction? A content analysis of reading lessons in first, third, and fifth grades within current (copyright 2005-2010), widely used CRPs was conducted to determine the number and types of explicit instruction elements or instructional moves recommended within reading lessons for the following essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Findings offer several implications for publishers of CRPs and educators. First, guided practice was recommended most often in CRP lessons. Second, all five publishers were more similar than different in the number and types of explicit instruction elements or instructional move recommendations. All publishers rarely recommended the use of the explicit instruction elements of feedback and monitoring. Conversely, the explicit instruction elements or instructional moves of discussion and questioning were used almost to the exclusion of other elements of explicit instruction for comprehension lessons. It was also found that the recommendations to use elements of explicit instruction diminished from the lower to the upper grades—offering intermediate-grade teachers fewer explicit instruction recommendations.
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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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England, Kathleen Mary. "Analysis of the instructional ecology in tutorial tennis settings /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948076664.

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41

Gibbons, Agatha Lee. "Reading Instruction for Students with Intellectual Disabilities: Inservice Teachers' Perceptions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9073.

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Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may lead to insufficient and/or misguided instruction of these students limiting their potential learning and growth (Kliewer, Biklen, & Kasa-Hendrickson, 2006). This qualitative case study explored the perceptions and lived experiences of eight special education teachers from five different school districts, who both worked with students with intellectual disabilities and mentored preservice teachers who worked with students with intellectual disabilities in the area of reading. This study focused on the perceptions of these special education teacher/ mentors before, during and after receiving training in the Targeted Reading Intervention (TRI) program, based on five areas of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Vocabulary. Data suggested a universal lack of support and training in reading for these special education teacher/mentors. Changes of perceptions and teaching practices of the special education teacher/mentors relative to explicit reading instruction for students with intellectual abilities are explored. Implications for practice are included.
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Kniffin, K. Michael. "The effects of individualized videotape instruction on the ability of undergraduate physical education majors to analyze select sport skills." Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244220769.

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43

Cutright, Cathy Arlene (Legg). "The effect of text-to-self reading strategies on reading comprehension." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/786.

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Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self reading instruction and to compare the comprehension achievement of male and female students in 6th-grade reading and language-arts classes using guided reading of text-to-self instruction and guided reading using novels. The foundation of this study was based on constructivist theories including Dewey's pragmatist philosophy, Piaget's developmental theory, and Vygotsky's theory of zone of proximal development. Research questions focused on differences in reading comprehension scores between male and female students, using guided reading with text-to-self reading connections, and using guided reading using novels. The study involved a quantitative methodology using a pretest--posttest, quasiexperimental design. Two-way factorial analysis of covariance (ANCOVA) was used to compute the differences between the means of the experimental and control group students. The 2 independent variables were reading strategies and gender. The dependent variable was the 6th-grade WESTEST reading scores (converted to z--scores), and the covariate was the 5th-grade WESTEST reading scores (also converted to z-scores). Results indicated that 6th-grade male and female students in the text-to-self reading program had higher levels of reading comprehension, however only the females' gains were statistically significant suggesting that the problem of male literacy achievement is multifaceted. This study offers implications for positive social change by offering 1 strategy for parents, teachers, and policymakers to cognitively scaffold student reading comprehension while also offering a step toward better understanding male literacy underachievement.
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Dwyer, Edward J. "Enhancing Reading Fluency." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3402.

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Dwyer, Edward J. "Enhancing Reading Fluency." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3403.

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46

Sullivan, Mia. "Reading Mastery Versus Word Study Instruction as it Pertains to Third Graders' Reading Achievement Scores." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/639.

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This study was conducted in order to compare two phonics-based approaches to teaching reading. The two approaches were Reading Mastery (SRA Macmillan/McGraw-Hill, 1995) and Word Study (Bear et al. 1996). While Reading Mastery has been compared to other reading methods to examine the effectiveness of instruction with reading achievement measures, there are no studies that compare Word Study to other methods of reading instruction. The purpose of the present study was to compare Reading Mastery and Word Study instruction groups in terms of reading achievement scores. This study included 36 third grade students, 18 in each group. All students were measured with the Comprehensive Test of Basic Skills- Terra Nova (CTB/McGraw-Hill, 1991). The results from this study suggest that there was not a significant difference between the Reading Mastery and Word Study groups as measured by the reading scores of the Comprehensive Test of Basic Skills (CTBS). However, the Word Study instruction group was significantly higher in the areas of Spelling and Word Analysis on the CTBS.
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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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Towle, Brenna Renee. "Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction." Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629864.

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This qualitative study examined a professional development model of literacy coaching in which secondary content teachers were trained in literacy strategy instruction and in literacy mentorship. I attempted to understand the negotiation of pedagogical identities of content teachers engaged in literacy strategy instruction within their own classrooms while also providing literacy mentorship for a peer within the district. Data sources included interviews, video of strategy instruction, field notes, and artifacts from three participants in a suburban high school. Findings revealed that participants engaged in strategy instruction in their own practices and identified themselves regularly as literacy strategy experts within the district but not typically as mentoring experts. Three metaphors were used to explore the separate identities exhibited by the teachers in their role of mentor: the Peer Coach; the Content Warrior, and the Fake Mentor. The findings also revealed that cooperative reflection around video of strategy instruction was essential for negotiation of identity. Several implications for administrators, teachers, teacher educators and professional development were drawn from the findings of this study in regard to developing and selecting professional development models around disciplinary literacy strategy instruction.

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Donaldson, Brady E. "Fluency Instruction in Contemporary Core Reading Programs." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1046.

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Core reading programs (CRPs) provide the curriculum and guide reading instruction for many classroom teachers. The purpose of this study was to conduct a content analysis of reading fluency instruction in current (2008-2011 copyright) grade 2 and 3 top-selling core reading program lessons to answer the following two research questions: (1) How do core reading programs recommend that fluency skills be taught? (2) How do reading fluency instructional practices in core programs compare to evidence-based reading fluency instructional practices defined in current research? The results of the analysis revealed that fluency instruction is more prevalent in current core reading programs than reported in previous content analyses and that the recommendations for fluency instruction are somewhat aligned with the findings of the National Reading Panel (NRP). All lessons coded focused on one of four characteristics of a fluent reader (i.e., rate, accuracy, expression, and/or comprehension). However, more lessons focused on expression than the other three categories. Second, current CRPs incorporated guided oral reading procedures; almost half of lessons included some type of explanation, modeling, and/or guided practice from a teacher or peer; however, reading with a partner was more prevalent than reading with the teacher (choral and echo reading). Also, more than half of the lessons included the use of repeated reading procedures; however, several CRPs suggested that students read the text more than the recommended three to four times. Last, the near absence of lessons that suggest the practice of independent silent reading also reflect the NRP’s findings that neither recommended nor endorsed its use in the classroom. More recent research reports no significant effect differences of guided wide reading (one time reading of text) and scaffolded silent reading of texts over guided oral repeated reading of texts. The five current CRPs did not recommend the use of either of these two practices.
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Halvorson, Melisa. "Analysis of transition skills as a result of direct instruction in transition a study of eighth grade students with specific learning disabilities at Hudson Middle School /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006halvorsonm.pdf.

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