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Articles 1 - 18 of 18
Full-Text Articles in Education
The Effects Of Reader's Theater On Reading Comprehension And Fluency Of Fifth-Grade Students, Laura Ashley Black
The Effects Of Reader's Theater On Reading Comprehension And Fluency Of Fifth-Grade Students, Laura Ashley Black
Walden Dissertations and Doctoral Studies
According to the National Institute of Child Health and Human Development, an estimated 75% of students who are poor readers in 3rd grade continue to be poor readers in 9th grade. Although much research has been conducted on this topic, engaging and successful reading programs that put theory into practice are scarce. Reader's theater is a strategy students use to collaborate, rehearse, and critique one another while the teacher offers support and modeling. The research questions addressed the effectiveness of using Reader's Theater to improve scores in reading fluency and comprehension. LaBerge and Samuels' automaticity theory was used as the …
Impact Of Professional Development In Response To Intervention On Secondary Teachers' Efficacy, Crystal Joy Spence
Impact Of Professional Development In Response To Intervention On Secondary Teachers' Efficacy, Crystal Joy Spence
Walden Dissertations and Doctoral Studies
In 2012, a southeastern state mandated that all school districts employ the response to intervention (RtI) tiered approach model to meet the needs of struggling students. RtI was implemented at the study site; however, secondary teachers were not confident in their abilities to implement RtI. Researchers have found that a teacher's sense of efficacy can impact student academic outcomes. Professional development on implementing RtI was provided for teachers in the study school. The purpose of this study was to examine the effect of explicit RtI professional development on the perceived self-efficacy of secondary teachers and their ability to impact student …
Improving Reading Fluency Of Elementary Students With Learning Disabilities Through Reader's Theater, Tami S. Schoen-Dowgiewicz
Improving Reading Fluency Of Elementary Students With Learning Disabilities Through Reader's Theater, Tami S. Schoen-Dowgiewicz
Walden Dissertations and Doctoral Studies
Elementary teachers in a school district in a western state expressed concerns about the reading achievement of students with disabilities (SWDs). SWDs were not developing decoding, comprehension, and fluency skills to become proficient readers. Without mastering these skills, SWDs will experience diminished academic attainment in their school career. To address this problem, teachers in elementary learning centers (LCs) within the district implemented Reader's Theater (RT), an evidenced-based reading approach that incorporates repeated readings using drama-based activities. The purpose of this qualitative bounded case study was to explore elementary LC teachers' use and implementation of RT to improve reading performance with …
Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart
Teachers' Perceptions Of Differentiated Instruction In Elementary Reading, Olwen Suzette Stewart
Walden Dissertations and Doctoral Studies
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 connection between these 2 concepts and explored approaches to the creation of an instructional model to support at-risk …
High School Science Teachers' Perceptions Of Teaching Content-Related Reading Comprehension Instruction, Theresa D. Williams
High School Science Teachers' Perceptions Of Teaching Content-Related Reading Comprehension Instruction, Theresa D. Williams
Walden Dissertations and Doctoral Studies
In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of …
Exploring Literacy Coaching As A Form Of Staff Development, Kate Matthews Welborn
Exploring Literacy Coaching As A Form Of Staff Development, Kate Matthews Welborn
Walden Dissertations and Doctoral Studies
Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development …
Cross-Age Peer Mentoring To Improve Sixth-Grade Student Reading, Christina L. Belotti
Cross-Age Peer Mentoring To Improve Sixth-Grade Student Reading, Christina L. Belotti
Walden Dissertations and Doctoral Studies
In a middle school in the southern United States, administrators and teachers are concerned that approximately 40% of sixth-grade students are reading below grade level despite intervention programs. The purpose of this mixed-methods case study was to inquire whether a cross-age peer mentoring program would improve sixth-graders' reading achievement and motivation to read. The theoretical framework for the study was Vygotsky's constructivist theory, with a focus on scaffolding. Research questions focused on sixth-grade students' perception of their participation in a cross-age peer mentoring program and the effect of the program on reading achievement and motivation. Data were collected through pre- …
Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students' Reading Scores, Ingrid Nadia Mitchell
Effect Of Vocabulary Test Preparation On Low-Income Black Middle School Students' Reading Scores, Ingrid Nadia Mitchell
Walden Dissertations and Doctoral Studies
Black middle school students in the United States perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this study was to examine the effectiveness of a vocabulary-focused test preparation program for underachieving Black middle school students. Thorndike's concept of test-wiseness, a test-taking capacity, provided the theoretical foundation for the study. Research questions investigated the difference in reading test scores on the Discovery Education Assessment of underachieving Black middle school students who participated in a key vocabulary test preparation program and those who did not. An intact-group comparison was used in which …
The Effect Of A Constructivist-Based Approach On Fifth Grade Reading Achievement, Lori Mcgough Harkness
The Effect Of A Constructivist-Based Approach On Fifth Grade Reading Achievement, Lori Mcgough Harkness
Walden Dissertations and Doctoral Studies
The problem investigated in this quantitative study was that schools in a small, rural East Texas town were falling below acceptable ratings in reading on the Texas Assessment of Knowledge and Skills (TAKS) and the State of Texas Assessment of Academic Readiness (STAAR). Researchers have found that constructive-based learning environments (CBLEs) can improve student achievement. The purpose of this study was to examine the relationship between length of time enrolled in a CBLE and reading achievement. Based on the framework of constructivism, 2 research questions were examined. To answer Research Question 1, an analysis of covariance (ANCOVA) calculated the difference …
Tier 1 And Tier 2 Reading Interventions In English Language Arts Classrooms At A Rural High School, Irene Barry
Tier 1 And Tier 2 Reading Interventions In English Language Arts Classrooms At A Rural High School, Irene Barry
Walden Dissertations and Doctoral Studies
Average scores from the 2013 National Assessment of Educational Progress in reading for Grade 12 students indicated only 38% of Grade 12 students were proficient in reading. Even though significant research has been conducted on reading interventions for elementary and middle school students, little is known about how teachers implement reading interventions at the high school level. The purpose of this study was to explore how teachers implemented Tier 1 and/or Tier 2 reading interventions in high school English language arts courses. The conceptual framework was based on Vygotsky's (1929) theoretical research about scaffolding instruction in the zone of proximal …
Stakeholders' Perceptions Of English Language Learners Meeting Adequate Yearly Progress In Reading, Susan Calibo Loney
Stakeholders' Perceptions Of English Language Learners Meeting Adequate Yearly Progress In Reading, Susan Calibo Loney
Walden Dissertations and Doctoral Studies
English language learners (ELLs) in a Midwestern urban elementary school have not been meeting the local school's adequate yearly progress (AYP) in reading in 3 consecutive years on statewide test scores. Meeting school standards is important because failing to meet AYP for 6 consecutive years can result in the restructuring or closing of any public school in the nation. The rationale for this qualitative case study was to examine the perceptions of stakeholders, 7 parents, teachers, and school administrators, all of whom have demonstrated knowledge of and proximity to the school's AYP decisions, to develop vocabulary strategies that may increase …
Internet Technology As A Means Of Delivering Reading Instruction In The Content Areas, Kimberly Rose Pintok
Internet Technology As A Means Of Delivering Reading Instruction In The Content Areas, Kimberly Rose Pintok
Walden Dissertations and Doctoral Studies
Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how teachers used …
Promoting Social Change By Increasing Oral Reading Fluency By Second Grade, Ella D. Davis
Promoting Social Change By Increasing Oral Reading Fluency By Second Grade, Ella D. Davis
Walden Dissertations and Doctoral Studies
Teaching students to read fluently has always been a national problem. At an elementary school in Louisiana, over 50% of second grade students earned at risk or at some risk ratings on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test in reading fluency from 2007 to 2009. The purpose of this project study was to determine the professional learning needs of educators for teaching oral reading fluency by investigating 2 aspects of reading proficiency: educators' perceptions of additional skills needed to increase students' fluency by second grade, and the types of professional development educators believed would assist them …
Perceptions Of Community College Students And Faculty On Persistence In Developmental Reading, Lisa H. Aofrate
Perceptions Of Community College Students And Faculty On Persistence In Developmental Reading, Lisa H. Aofrate
Walden Dissertations and Doctoral Studies
Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional developmental reading classes regarding the factors impacting student persistence at a local community college. Using interviews, surveys, and participant journals, data were collected from …
Afterschool Program Effects On English Learners' Reading And Teachers' Reading Curriculum Perceptions, Helen Marie Mayfield
Afterschool Program Effects On English Learners' Reading And Teachers' Reading Curriculum Perceptions, Helen Marie Mayfield
Walden Dissertations and Doctoral Studies
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 new ideas or concepts. Prior knowledge and experiences can …
Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson
Teachers' Perceptions Of English Language Learners And Reading Instruction, P. Pualani Jackson
Walden Dissertations and Doctoral Studies
The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored …
Standardized Assessment Results As A Predictor Of Student Reading Success In New Brunswick, Canada, Gregory David Paterson
Standardized Assessment Results As A Predictor Of Student Reading Success In New Brunswick, Canada, Gregory David Paterson
Walden Dissertations and Doctoral Studies
Many Canadian school districts use standardized reading achievement data to support reading instruction. Over 30% of 9th-grade students in the Anglophone School District-South (ASD-S) have not met targets for the English Language Proficiency Assessment (ELPA), a graduation requirement in New Brunswick, Canada. This study compared archival reading scores of 6th-grade students from 2009-2012 with the same students' scores in 9th-grade from 2012-2015, to determine if 6th-grade scores were a predictor of 9th-grade results. Rendering the impact illiteracy plays on society, this study applied the theoretical framework of social theory from Bourdieu's (1977, 1984, 1986) view of social mobility and Turner's …
Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey
Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey
Walden Dissertations and Doctoral Studies
Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken …