Education Commons^™

Assessing The Impact Of Picture Books In Primary Grades Mathematics Instruction, Jessica Stone

Doctoral Dissertations

This study documents an educational field experiment evaluating the effects of picture books on primary students’ mathematical achievement and their dispositions towards mathematics. The study involved 136 primary grade students from one elementary school in the southeastern region of the United States. The student population had an overrepresentation of students from minority backgrounds (91%), low socioeconomic status (93%) and English Language Learners (47%). During the 18-week treatment period, teacher participants from the treatment group received bi-weekly collaborative professional development regarding the use of picture books in mathematics instruction. The teachers in the control group followed their district’s mathematics curriculum.

To …

Practices And Routines In Siwi Lessons That Develop Skills In Reading, Paulson A. Skerrit

Doctoral Dissertations

The average performance of Deaf and hard of hearing (D/hh) students on test of reading comprehension is several grade equivalents below their high school hearing peers. The reading-writing connection is one way to address the literacy challenges of D/hh learners. This study explored that connection in instruction that was driven with a high fidelity to the principles of Strategic Interactive Writing Instruction (SIWI). The data for this study came from two grade three classes involved in the second half of a Year II project that was part of a 3-year Institute of Education Sciences-funded project to develop SIWI for use …

Families Of Struggling Readers In The Accountability Era: A Collective Ethnographic Case Study Of Literacy Engagement And Interaction In The Home And School, Sarah Lynn Swauger

Doctoral Dissertations

This collective case study uses ethnographic methods to explore the literacy engagement and school interactions of two families of struggling adolescent readers within the accountability era following the No Child Left Behind Act of 2001, a time period where there have been as yet few studies (e.g. Compton-Lilly, 2009) focused on family literacy. Formal and informal interviews with students and their guardians as well as observations and document analysis were the main data sources. Results illuminated the influence of school policies and curricula on students’ families’ interactions and identities (Tajfel & Turner, 1986). The researcher found that families lacking cultural …