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Dissertations / Theses on the topic 'Reading (Elementary) Fourth grade (Education) Literacy'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

Evans, Christine M. "An evaluation of a university-school elementary literacy partnership." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 175 p, 2008. http://proquest.umi.com/pqdweb?did=1597615471&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Park, Yonghan. "Patterns in and predictors of elementary students' reading performance evidence from the data of the Progress in International Reading Literacy Study (PIRLS) /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (PH. D.)--Michigan State University. Educational Psychology & Educational Technology, 2008.<br>Title from PDF t.p. (viewed on Sept. 8, 2009) Includes bibliographical references (p. 126-131). Also issued in print.

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Hess, Patricia M. "A study of teachers' selection and implementation of meta-cognitive reading strategies for fourth/fifth grade reading comprehension from a Success For All reading program perspective: Moving beyond the fundamentals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2458.

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This study attempted to investigate and describe the implementation and evaluation of meta-cognitive reading comprehension strategies taught in the context of the Success For All Reading Wings program. Five teachers of fourth and fifth grade classrooms, with limited experience in a Success For All Reading Wings program at a Northern California elementary school, were sampled on a Literacy Orientation Survey (LOS), a survey of their beliefs and practices in their teaching of reading, individually interviewed about reading instruction and practices, and observed instructing students in reading c

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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

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Siyave, Theresia Nerumbu. "Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003683.

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This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to observe the strategies they use as well as the activities they set for their learners. During my School Based Studies (SBS), I noticed that learners were not reading with understanding. My interest was also stimulated by a study carried out in Namibia that found that the literacy levels for Namibian learners were poor compared to those of other African countries. This is a qualitative case study carried out within an interpretive paradigm. It se

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Carr, Stephany Renee. "The Long-Term Effect of Reading Recovery on Fourth Grade Reading Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7466.

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Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery

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Jessup, Benita. "A Study of Instructional Methods on Fourth Grade Reading Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4297.

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According to the National Assessment of Educational Progress, a significant percent of 4th grade students read below the basic level. In one elementary school students participated in additional reading instruction as intervention for students scoring basic and below basic on the state standardized test. The purpose of this ex post facto non-experimental quantitative study was to determine the effectiveness of direct instruction versus fluency (repeated reading) instruction on the reading achievement of 4th grade students. This study is based on the theory of automatic information processing i

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Miller, Heidi Thomson. "Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention." Thesis, Bethel University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690941.

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<p>This is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole language and phonetic approach to reading instruction. For the purposes of this study, the end-of-first-grade benchmark is a Developmental Reading Assessment (DRA) 18 and the end-of-second-grade benchmark is a DRA 30. This study utilizes descriptive analyses, ANOVA, and ANCOVA analyses of variance, and regression analyses to determine which programs bring tier 3, non-special education readers to grade level status at the c

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Hunter, Theresa Evans. "Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2263.

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Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators th

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Elder, Allison C. Mrs. "Development of an Art-Literature Curriculum for First Grade and Fourth Grade." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/97.

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This study investigated using literature as an alternative means to teach the art curriculum. Three widely used integrated curriculum models (Reading Improvement Through Art, Learning Through the Arts, and Champions of Change) were studied and analyzed in search of the best features for art-literature integration. A new curriculum is developed for two different grades using the Fulton County Elementary Art Education Curriculum standards as the foundation. This study used picture books as the catalyst to create an art-literature curriculum.

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Robertson, Joanna Marie. "Fourth- and fifth-grade classroom case study of response to multimodal representations in children's picture books." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Eckardt, Patricia N. "Teacher and student supportive academic discourse while engaged in small group fourth-grade literacy lessons." Thesis, Fordham University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632088.

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<p> This hypothesis-generating study initially sought to understand teacher and student supportive interactions within a literacy classroom. The researcher began with a thorough examination of three reading instructional methodologies that purported to be based on teacher support. Questioning the Author, Reciprocal Teaching, and The Scaffolded Reading Experience were reviewed, because the researcher had anticipated witnessing such scaffolds within literacy lessons. Data were then gathered in a small group, fourth-grade, reading class. Following data collection and analyses, however, the resear

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Edmunds, Kathryn M. "Incentives : the effects on the reading motivation of fourth-grade students." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1239211.

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The purpose of the present study was to determine the effects of various incentives on the reading motivation of fourth-grade students. The students involved in the study attended an elementary school in a mid-size town in the South. Results were based on the participation of 28 students in the control group, 27 students in the treatment group who received books as incentives, and 36 students in the treatment group who received non-reading related rewards as incentives.Each student's level of reading motivation was measured at the beginning and the end of the study using the Reading Survey por

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Black, Wendy Lou. "Discourse analysis of Retrospective Miscue Analysis sessions: Talking about the reading process with a fourth-grade reader." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/283979.

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The purpose of this study was to examine the discourse of six selected Retrospective Miscue Analysis (RMA) session transcripts for effective and promising procedures, questions and discussion strategies. Data sources consisted of session transcripts and interviews to determine how the RMA team's discourse accomplished their intended purposes across six RMA sessions with a fourth grade reader. Phases of the analysis included (1) verifying the existing data sets, (2) selecting six RMA sessions from the set of eleven, (3) conducting and analyzing interviews with the RMA team, (4) structural analy

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Donaldson, Nicole M. "The Fourth Grade Slump: The Relationship Between Reading Attitudes and Frequency of Reading." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269142631.

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Pérez, Ana María. "Teaching literacy to first grade bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

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Putman, Stephan M. "Effects of Accelerated reader on reading motivation and achievement of fourth grade students." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285089.

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The purpose of the present study was to investigate the effects of Accelerated Reader on the reading motivation and achievement of fourth grade students. The participants were 68 fourth grade students who attended an elementary school in a suburban location north of a large Midwestern city. Quantitative and qualitative methods were employed in the investigation to understand and analyze the effects of the program.Quantitative methods utilized a pre/post-test design using the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzzoni, 1996) to assess motivation and the STAR Reading Diagn

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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 strateg

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Jennings, LaShay. "A Studio Classroom Demonstration of Teaching in Science Literacy for Fourth Grade and District Administrators." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3730.

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Hasselbach, Whitney Lynn. "Differences between Third, Fourth, And Fifth Grade Students' Attitudes toward Reading In Relation to Community Size." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273803572.

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Cornick, Tamara Deborah. "Title I and Non-Title I Fourth-Grade Reading and Math Standardized Test Scores." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3288.

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The purpose of this study was to determine if there was a significant difference between the standardized reading and math test scores of 4th grade students in Title I schools and those in Non-Title I schools, following the implementation of the No Child Left Behind (NCLB) Act of 2001. This study focused on the following subcategories: male and female students, economically disadvantaged students, and students with disabilities. The results of the study were discussed within the framework of Bandura's social learning theory, Maslow's hierarchy of needs theory, and Vygotsky's zone of proximal d

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Sell, Julie. "Incorporating guided reading into a first grade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1378.

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Freeman, Ann Elizabeth. "The eyes have it: Oral miscue and eye movement analyses of the reading of fourth-grade Spanish/English bilinguals." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289704.

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The purpose of this dissertation is to explore the processes fourth grade bilinguals use as they read in Spanish and English. Through miscue analysis, eye movement analysis and the integration of the two, EMMA, this study contributes to the field of biliteracy by expanding on what is already known about the reading processes of young bilinguals who are developing literacy in two languages. There are no known eye movement miscue analysis studies of bilingual elementary students. Four fourth grade bilingual participants read and retold the first two chapters of a short novel. The participants re

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Hood, Karen L. "An Analysis of Literacy Approaches in Missouri School Districts and Their Impact on Third Grade English Language Arts MAP Scores." Thesis, Evangel University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811049.

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<p> This quantitative causal-comparative <i>ex post facto</i> research study aimed to investigate if a particular literacy approach impacted third grade English Language Arts (ELA) Missouri Assessment Program (MAP) scores in Missouri school districts. Specifically, the approaches examined included: A balanced literacy instructional framework with teacher instructional decision-making based on student needs; a balanced literacy instructional framework with district prescribed or scripted curriculum; and/or a curriculum-centered instructional framework with use of a published text (e.g. basal re

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Galbert, Judith Lynne Fischer. "An experimental study of reciprocal teaching of expository text with third, fourth, and fifth grade students enrolled in Chapter 1 Reading." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720344.

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The purpose of the study was to determine if instructing and modeling reciprocal teaching comprehension monitoring strategy, using expository text, would have a significant effect on the reading comprehension achievement of third, fourth, and fifth grade Chapter 1 Reading students.The population of the study consisted of third, fourth, and fifth grade students enrolled in regular classrooms and in Chapter 1 Reading in two Midwestern school corporations. There were 266 students in the study.The experimental group received instruction and modeling in reciprocal teaching comprehension monitoring

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Hollinger, Jamie L. "The relationship between students' reading performance on diagnostic assessments and the Third Grade Reading Achievement Test in Ohio." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1255983678.

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Glass, Angela. "A Mixed Method Analysis of Leveled Literacy Intervention with Second Grade Students in an Urban Midwest Public School." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976524.

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<p> Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students’ reading levels and students reading on grade level. The purpose of the study was to investigate the difference in STAR reading scaled scores between struggling 2nd grade students who received LLI and peers who did not receive LLI. The researcher also examine

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Zatorski, Stacey Lyn. "A Study of the relationship of daily journal writing to the literacy achievement of students in first grade." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2004.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2761. Typescript. Abstract precedes thesis as 2 preliminary leaves ( iii-iv). Includes bibliographical references (leaves 39-41).

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Dworin, Joel Edward. "Biliteracy development: The appropriation of literacy in English and Spanish by second and third grade students." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282273.

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This study was designed to provide an in-depth examination of biliteracy development among students in a bilingual, second and third grade classroom over the course of one academic year. Biliteracy refers to children's literate competencies in two languages. This qualitative study focused on understanding biliteracy among children who were already bilingual in English and Spanish, and those who were monolingual in English. The three basic questions guiding this study are the following: (1) Can children become biliterate in this setting? (2) What kinds of classroom cultural practices foster bil

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Mulyani, Petra Kristi. "ALIGNMENT OF INDONESIAN CURRICULUM WITH PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1899.

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Progress in International Reading Literacy Study (PIRLS) was used to measure Indonesian fourth grade elementary school students’ reading comprehension in 2006 and 2011. Indonesian students scored among the lowest of the participating countries with a score of 405 in 2006 and 428 in 2011, with the PIRLS average scale score being 500. These results raised questions about the alignment of the Indonesian curriculum with PIRLS. Alignment research between the PIRLS 2021 frameworks and the Curr13 language standards and textbooks (the current Indonesian curriculum) was conducted to provide Kemendikbud

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Todd, Wilma Elizabeth. "Effects of Computer-Assisted Instruction on Attitudes and Achievement of Fourth Grade Students in Reading and Mathematics." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331757/.

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The purpose of this study was to determine the effects of participation in a Computer-Assisted instructional program (CAI) on fourth grade student attitudes and achievement in reading and mathematics. This study, based on Campbell and Stanley's quasiexperimental design 10, utilized Diascriptive Reading software for the CAI mathematics group and Milliken Math Sequences software for the CAI mathematics group and was completed by 242 students. The time span between pretests and posttests was seven months. Iowa Tests of Basic Skills, Level 10, Form 7/8 was used for achievement testing and Estes At

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Stambaugh, Tamra. "Effects of the Jacob's Ladder Reading Comprehension Program on reading comprehension and critical thinking skills of third, fourth, and fifth grade students in rural, Title I schools." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154169.

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Poock, William Henry. "Exploring reading with a small group of fourth grade readers and their teachers through collaborative retrospective miscue analysis." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5604.

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Literacy educators hold different beliefs about the best approaches to teach students how to read and about the reading process including a skills view of reading and learning to read versus a transactional, sociopsycholinguistic view of reading and learning to read (Weaver, 2002). Reading for understanding is an important skill to develop in students to promote overall success (Keene, 2008). When orally reading, readers occasionally say something differently than what is printed—which is called a miscue. Goodman, Martens, and Flurkey (2014) defined a miscue as “any response during oral readin

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Vegh, Tracie L. "Teacher Perceptions of Fourth-Grade Students' Social Studies Readiness." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522750633659093.

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Hermsmeyer, Kathleen. "Training low -income parents of first-grade students in paired reading: The effects on reading fluency and attitudes toward reading and school." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2475.

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Many children in low-income areas are failing in schools, frequently due to substandard reading skills. Research has shown that early intervention can help alleviate this problem. However, most early intervention strategies are very expensive and labor intensive for school personnel. Furthermore, it is often not clear what programs will work with a certain student population due to their widely diverse backgrounds. In low-income schools, parents are often an ignored resource. Many teachers complain about lack of parent involvement, and yet most do nothing to solicit it. Using parents to help p

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Turnwald-Fether, Martha S. "Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240410067.

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Dissertation (Ed.D.)--University of Toledo, 2009.<br>Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Education Leadership and Supervision." Bibliography: leaves 106-121.

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Griffith, Bonnie L. "A hands-on approach to literature: Designing a grade 1-3 whole language literature unit." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/432.

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Kelly, Robert H. Jr. "Investigating the Role of Accuracy and Self-Correction in the Progress of Struggling First-Grade Readers Participating in a Literacy Intervention." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492677953259408.

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Bogle, Leonard R. Ashby Dianne E. "Technology, instructional change, and the effect on reading achievement." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995662.

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Thesis (Ed. D.)--Illinois State University, 2000.<br>Title from title page screen, viewed May 9, 2006. Dissertation Committee: Dianne Ashby (chair), Jeffrey Hecht, Rodney Riegle, Glenn Schlichting. Includes bibliographical references (leaves 98-107) and abstract. Also available in print.

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Principato, Karen Rita. "A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/72228.

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Educational Administration<br>Ed.D.<br>This quantitative study examined the impact, if any, of two general co-teaching models on the academic achievement of all of the fourth-grade students in a small suburban elementary school district. It addressed co-teaching methods as possible supports to improve literacy gains for all elementary school students. The researcher investigated the effectiveness of two general co-teaching models, each of which employed some form of parallel or supportive teaching strategies. These interventions were measured by the Measurement of Academic Progress (MAP) tests

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Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.

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Arellano, Socorro. "Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2997.

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The project provides second grade teachers at the Perris Elementary School District with teaching approaches, tools, and strategies that have been proven to increase comprehension skills in English language learners (ELL) when teaching literary genres. Project GLAD (Guided Language Acquisition Design) offers an alternative curriculum to the scripted curriculum as required by the No Child Left Behind Act.

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Cramer, Todd Michael. "PREDICTING STUDENT SUCCESS ON THE THIRD GRADE READING ACHIEVEMENT ASSESSMENT IN OHIO." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288117628.

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Oglesbee, Heidi K. "Does Employing the Wilsons Fundations Program Impact the Reading Growth of First Grade Students?" Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1398712529.

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Warnimont, Chad. "The Relationship Between Students’ Performance On The Cognitive Abilities Test (Cogat) And The Fourth And Fifth Grade Reading And Math Achievement Tests In Ohio." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276715905.

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Mansheim, Richard Lynn. "A Comparative Study of Socioeconomically Disadvantaged and Non-Socioeconomically Disadvantaged Fourth-Grade Students in Reading and Math in an Online Charter School and a Traditional School." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742560.

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<p> Few empirical studies explore how socioeconomic status (SES) disadvantaged students perform academically in a 100% online school. This causal-comparative ex post facto quantitative study examined how SES-disadvantaged students at an online charter school performed academically when compared with both SES-disadvantaged and non-SES-disadvantaged students enrolled in a traditional public school. Choice theory and how it applies to education was foundational to the study. Using archival data from 2011–2012 for math and reading on state-standardized testing, research questions compared of

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Olivier, Johanna M. "Investigating literacy development among learners with a second language as medium of education : the effects of an emergent literacy stimulation program in Grade R." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1238.

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Thesis (DPhil (General Linguistics))—University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: Addressing the low literacy rates in South Africa poses a mountainous challenge. However, identifying children at risk for reading difficulties and providing timely and preventative intervention might be a good starting point to addressing this challenge. This study aimed at making a contribution to the existing body of literature on emergent literacy skills of learners who are educated in a second or additional language. The study investigated English Language Learners’ (ELLs) emergent literacy s

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Wee, Jongsun. "Literature Discussion As Positioning : Examining positions in dialogic discussions in a third–grade classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274825811.

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Norman, Mary Ann. "Looking Through Their Lens: The Decisions about Reading Instruction Made by Experienced 2nd, 3rd and 4th Grade Teachers." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28751.

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Classroom teachers determine how reading is taught and their decisions are influenced both by the policies instituted by local, state and national agencies and the beliefs teachers hold. Teacher decision making strongly influences the teaching of reading in classrooms. Marzano (2003) stated, â â ¦ all researchers agree that the impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level (p. 71). Snow, Burns and Griffin (1998) state â quality classroom instruction in kindergarten and the primary grades is the single best weapon against

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Basaraba, Deni Lee 1981. "Examining school, student, and measurement effects on first grade students' demonstration of the alphabetic principle." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11657.

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xviii, 193 p.<br>Learning to read and successfully decode words is complex, requiring the integration of critical component skills such as phonological awareness, alphabetic understanding, and phonological recoding. As foundational skills required for reading with automaticity, researchers recommend that explicit instruction of these skills begin early, particularly for students at risk. One commonly used measure to examine students' alphabetic understanding and phonological recoding skills is DIBELS Nonsense Word Fluency (NWF), a pseudo-word reading measure composed of vowel-consonant and con

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