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Using Targeted, Small-Group Instruction And Culturally Responsive Teaching To Improve Reading Engagement And Confidence, Tina Marie Tuminaro
Using Targeted, Small-Group Instruction And Culturally Responsive Teaching To Improve Reading Engagement And Confidence, Tina Marie Tuminaro
Theses and Dissertations
The purpose of this study was to investigate what happens to reading engagement and student confidence when targeted instruction and culturally responsive teaching is used in a middle school literacy classroom. Individual instruction in the areas of reading comprehension and fluency, as well as book clubs and literature circles, were used over a three-month period in an effort to motivate striving and reluctant readers and build confidence in their reading skills. Eleven sixth grade students participated in the study, and both qualitative and quantitative research methods were used. Data was collected using a teacher's research journal, audio recordings, surveys, interviews, …
Fluency Development And Young Readers, Elizabeth Jenkins Diamant
Fluency Development And Young Readers, Elizabeth Jenkins Diamant
Theses and Dissertations
The study investigated the effects of integrating explicit fluency instruction in the dimensions of: accuracy, rate, expression, and punctuation. Eight elementary students in second, third and fifth grades who received Response to Intervention services for reading and each group met four times a week for forty-five minutes participated. The district used the STAR evaluation system to establish the groups. After the lessons, participants recorded a reading of their instructional level text and completed a rubric to score their performance in each of the four dimensions: punctuation, expression, rate and accuracy. Later, I listened to the same recording and scored each …
How Do Student Responses Develop In Second Grade Reading Conferences, Lindsey Ervin
How Do Student Responses Develop In Second Grade Reading Conferences, Lindsey Ervin
Theses and Dissertations
The purpose of this investigation was to investigate and track the development of student responses during individual reading conferences in second grade. Data was kept over a two-week period and tracked through individual student reading conferences, student jots during reading, reading logs and anecdotal notes. Throughout the study, the student responses developed through the use of question stems and prompts. Through the use of self-selected text and holding student accountable for the reading, the students remained engaged. The structure of the conference helped to build on students' strengths and provide a teaching point in order for the students to practice …
Upper Elementary Reading Instruction In The Age Of Accountability: Balancing Best Practices With Pressures To Achieve On High-Stakes Tests, Christina H. Saunders
Upper Elementary Reading Instruction In The Age Of Accountability: Balancing Best Practices With Pressures To Achieve On High-Stakes Tests, Christina H. Saunders
Theses and Dissertations
The present study identifies reading instructional practices used in upper elementary classrooms during the age of high-stakes test accountability and compares reading practices among schools of varying accreditation status and socio-economic status (SES). The current study partially replicates and extends a study conducted by Baumann, Hoffman, Duffy-Hester, and Ro in 2000. The Baumann et al. (2000) study provides a frame of reference to compare instructional practices prior to high stakes testing with those used in the current high stakes testing environment. Third- through fifth-grade teachers in seven school districts in central Virginia were asked to complete an electronic survey. Descriptive …