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Reading Recovery Teacher Understandings About Language And Early Literacy Acquisition, Kelly L. Mcdermott

Educational Studies Dissertations

This study investigated Reading Recovery teacher understandings about language and early literacy acquisition by applying a constructivist grounded theory design. Participants were Reading Recovery teachers working across three varied districts in Massachusetts (N=33). The purpose of the study was to engage Reading Recovery teachers in surveys, focus groups, interviews, and observations to understand the degree to which Reading Recovery teacher participants value varied student language patterns. Addressing biases faced upon school entry by children who speak differently than their teachers is essential. When students are identified for early literacy intervention, an asset-based frame is critical to ensure accelerated growth. The …