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Dissertations / Theses on the topic 'Reading teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

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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2

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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3

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.<br>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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4

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 educati

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5

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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6

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.<br>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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7

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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8

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

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9

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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10

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 pr

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11

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.<br>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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12

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.<br>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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13

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 themse

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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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15

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

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16

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.<br>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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18

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.<br>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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19

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. Th

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20

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 purpose

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21

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 fac

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22

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 rega

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23

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 fo

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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 co

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25

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

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26

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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27

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

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28

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.<br>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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29

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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30

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.<br>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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31

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 ab

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32

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 additio

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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.<br>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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34

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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35

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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36

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

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37

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 balance

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38

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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39

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

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40

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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41

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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42

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.<br>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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43

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

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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.<br>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)<br>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 n

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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 o

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48

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 connecti

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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 gui

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