Elementary Education Commons^™

Fluency First: Building A Stronger Tier 2 Reading Intervention, Rachel Bernier

Masters Projects

The percentage of fourth grade students reading below grade level is significant and relatively unchanged and Tier 2 fluency intervention could be doing more to target the gaps in at-risk readers’ fluency instruction. This growth could impact their ability to perform across subject areas as it is indicated in research that increasing reading fluency can also improve reading comprehension. This paper examines research through a literature review of theory and journal articles that support that Tier 2 intervention can be effective, when it is aligned with Tier 1 instruction and structured around direct instruction in phonics and word recognition, and …

The Power Of Wordless Picture Books: Helping Students Develop Inferential Thinking Skills, Amy Davis

All Faculty Scholarship

When children are born into the world, they have no sense of written language, they process their world through the visuals around them (Pegado, 2022). When parents may expose their children to a variety of experiences like reading board picture books, taking trips to the grocery store, and watching television, these experiences shape young children’s background knowledge.

The purpose of this paper is to describe wordless picture books (WPB) and how teachers can incorporate them into their instruction to develop students’ visual literacy, background knowledge and critical thinking skills. There are two text examples, “Good Dog, Carl” by Alexandra Day …

Exploring Lessons In Research: A Survey On Parental Perceptions Of Reading Opportunities, Laura Kettlehut

Dissertations

Problem

This exploratory study examines how parents’ past reading experiences relate to their perceptions of their children’s current reading opportunities across home and school contexts. Grounded in longstanding literacy research, the study explores how parent‑led, educator‑led, and child‑initiated reading experiences collectively shape children’s literacy development.

Method

Two research questions guided the inquiry: (1) How do parents perceive their own past reading opportunities? and (2) How do they perceive their children’s reading opportunities at home and in school? To address these questions, a 41‑item survey was developed and administered to parents of children enrolled in K–8 schools. The instrument measured two …

Reflections From A Summer Literacy Intervention: Unlocking A Love Of Literacy In Struggling Readers, Rory K. Cantwell, Jenny M. Martin

Virginia English Journal

Summer literacy interventions offer a solution to the devastating impacts that summer literacy loss can have on struggling readers and writers. However, these interventions should consider the impact of student attitudes towards literacy on their learning and strive to develop positive associations between literacy and enjoyment. Camp Curious, a summer literacy intervention developed as a collaboration between the Virginia Association of Teachers of English and Shrine Mont, a retreat and conference center, embodies this idea. The intervention, in the form of a week-long camp experience, strives to provide third through sixth graders with positive and varied experiences related to literacy. …

Examining Literacy Habits, Reading Attitudes, And Literacy Perceptions Of College-Educated Black Men: A Case Study, Turkesshia D. Moore

Doctoral Dissertations and Projects

The purpose of this multiple-case qualitative study was to explore the literacy attitudes, reading habits, and literacy perceptions of college-educated Black men in North Carolina. The theory guiding this study is Freire’s Critical Literacy Theory (CLT). CLT supports educators in providing critical pedagogy, which includes critical thinking and critical text analysis. Participants in this study viewed literacy as a valuable life skill. They felt they would have had more positive literacy experiences during their K-12 schooling if they received culturally relevant and culturally responsive instruction. The central research question for the case study was: How do college-educated Black men describe …

Literacy Alive: Kdp Makes An Impact On Our Local Community, Briana N. Mata, Macie R. Wright, Elizabeth Price, Caleigh E. Hauser

Student Scholar Showcase

Literacy is a foundational skill that impacts every aspect of a child's academic success and future opportunities. However, many children face barriers to literacy development, including limited access to culturally relevant books, literacy support, and positive community engagement. Research shows that when children see themselves and their cultures reflected in literature, they are more likely to engage with reading, which can lead to higher literacy achievement and a greater sense of belonging (Bishop, 1990; Ladson-Billings, 1995).

The University of Lynchburg’s chapter of Kappa Delta Pi (KDP) is committed to addressing these challenges by organizing Literacy Alive! events that connect university …

Obstacles Of Applying Response To Intervention Model Principles According To International Reading Association In Elementary Level., Shehana Mohammed Alqafari

International Journal for Research in Education

The current study aimed to identify the obstacles of applying the Response to Intervention Model principles according to the International Reading Association from the point of view of primary school literacy teachers in Al Taif City. In addition, the study examined the difference among the sample answers based on the school level and gender variables. The researcher used a descriptive survey approach and designed a questionnaire for this purpose, the questionnaire covered four main topics: teaching and experience, responsive teaching and differentiation, evaluation, and teamwork and school administration. The sample included (258) literacy teachers from the elementary school level participated. …

The Impact Of High-Stakes Summative Reading Outcome Measures On Student Self-Efficacy, Hayley M. Johnson

Doctor of Education Dissertations

The purpose of this mixed methods study was to explore the influence of high-stakes reading tests on student self-efficacy, or confidence, as readers. The study focused on sixth-grade students who had taken the reading end-of-grade (EOG) test in Grades 3, 4, and 5. I analyzed their third-grade reading EOG scores to determine if that score was predictive of the fourth-grade reading EOG score and repeated the same analysis to see if fourth-grade reading EOG scores were predictive of fifth-grade scores. Then, those sixth-grade students' reading self-efficacies, as measured by the Butz and Usher (2015) Self-Efficacy Survey, were compared to their …

The Shifting The Balance Duology: A Book Critique From A Teacher Education Perspective, David Wolff

Essays in Education

Reading instruction has become a critical focus in many states in the country. Both in-service and pre-service teachers are adopting innovative approaches in reading instruction embedded in the Science of Reading. However, the transition to these new methods require a shift in practice that should be differentiated for both groups. In-service teachers have a wealth of knowledge and experience to draw upon, while pre-service teachers because of the lack of prior knowledge of past practices in literacy that include the Balanced Literacy approach. This book critique examines the Shifted the Balance duology, offering insights to its implications to Teacher Education.

Exploring K-3 Teachers’ Perspectives Of Effective Resources And Strategies Used To Close Student Learning Gaps In Reading, Samantha Lott-Velez

Seton Hall University Dissertations and Theses (ETDs)

This qualitative study explores the perspectives of effective K-3 teachers on the resources and strategies they use to close student learning gaps in reading. Despite decades of federal and state initiatives, including Response to Intervention (RTI), differentiation, and the Science of Reading, a significant number of students, especially those in economically disadvantaged communities, continue to struggle with reading proficiency. Through a narrative qualitative design, this study examines the experiences of highly effective elementary teachers working in an urban Title I school district to identify the most impactful instructional approaches for accelerating student reading achievement.

Data was collected through one-on-one interviews …

The Effect Of Small Class Size From Kindergarten Through Third Grade On Eighth-Grade Gender Reading Achievement, Christopher Harry

Seton Hall University Dissertations and Theses (ETDs)

This study examined the effect of small class size intervention on student outcomes using reading achievement scores as measured by the Comprehensive Test of Basic Skills (CTBS), a standardized, norm-referenced test, while controlling for independent variables inclusive of students' gender, race, socioeconomic status (SES), and environment. This study included students who participated in a randomized, long-term study, the Tennessee Student Teacher Achievement Ratio (STAR) experiment from 1985 through 1989. The STAR study took place in the Tennessee public school system, encompassing two groups of students: those who received treatment, small class intervention, 657 students, and students who did not, 5,689. …

Empathy And Readers – The Questions And Connections That Help Us Relate With Our Maturing Readers, Justin M. Stygles

Wellspring: A Practitioner-Oriented Journal of Literacy and Language Education

What motivates a reader? It may not be "interest" as commonly known, but affect. Affect can be considered a reader's thoughts about themselves including self-perception. When we know our students through through empathy, that is, because we've been in their shoes, we can create the foundation for stronger relationships and purposes for conferring.

Improving Reading Outcomes Through Blended Learning, Jennifer Rasberry

Education Theses and Dissertations

This paper was framed and studied using Improvement Science Dissertation in Practice. Using a framework grounded in improvement science allows the research practitioner to participate in Plan, Do, Study, Act (PDSA) cycles. Iterative mini-experiments known as the "Plan-Do-Study-Act" (PDSA) cycle allow educators to discuss potential changes, put them into action, evaluate the outcomes, and then make a final decision on how to proceed (e.g., whether to adopt, modify, or scrap the change entirely). Bryk et al., (2017) state that PDSA cycles during research educators learn quickly and affordably which treatments work and, afterward, how to integrate them to achieve excellent …

Equity Lens: Teachers’ Beliefs Of Culturally Responsive Teaching, Reading Instructional Practices, And Rti Tier 1 Practices In A High-Poverty School District, Catherine Cueva

Theses and Dissertations

Teacher self-efficacy has been shown to impact student’s achievement. This study examined teachers’ self-efficacy beliefs as it related to their ability to implement culturally responsive teaching and reading instructional practices as part of Response to Intervention Tier 1 practices in a high-poverty school district. The belief scores of 99 elementary school teachers were examined across one high-poverty school district in the northeast. The non-experimental study used a self-efficacy survey adapted from four surveys to determine teachers’ confidence in their ability to implement culturally responsive teaching, reading instructional practice, and RtI Tier 1 practices. The researcher also examined teachers’ general beliefs …

A Study Of Preservice Teachers' Preparedness To Teach Reading, Kelli Williams-Page

Teacher Education, Educational Leadership & Policy ETDs

Only 35% of fourth graders in the United States can read at the proficient level, and only 34% of eighth graders can read proficiently (National Assessment of Educational Progress [NAEP], 2022). The purpose of this study was to determine how preservice teachers (PSTs) describe their experience of the methodology of teaching reading in their literacy courses. In addition, what specific strategies for teaching reading do PSTs describe as the focus for their teaching reading preparation, and how do PSTs describe the potential of the strategies learned in their coursework to help them teach reading in their future positions? This study …

The Power Or Words: Increasing Student Vocabulary Acquisition, Kelly M. Tiers

Masters Projects

A lack of vocabulary knowledge may have an influence on student reading comprehension. Reading comprehension, a fundamental, skill, hinges on understanding unknown vocabulary. The research highlights the significant correlation between reading comprehension and vocabulary knowledge, stressing its increasing importance as students encounter more complex text. This project explores the importance vocabulary plays in reading comprehension and its link to overall academic success. It further explores strategies to effectively increase student vocabulary and comprehension. The project is designed for elementary classrooms (K-6) to be integrated into existing lessons and routines. An in-service session, part of a district-wide professional development day, will …

Teaching Reading And Writing In The Elementary Grades 3-5, Debra J. Coffey

KSU Distinguished Course Repository

Teacher candidates in this course will explore the relationship of reading, writing, speaking, and listening in the context of the diverse elementary classroom, grades 3-5, They will use practical, research-based strategies for assessment, instruction, management, and differentiation of reading comprehension and writing composition. Throughout literature circles with culturally responsive novels and field experience, they will use technology and a wide range of resources to extend literacy skills for all learners.

Toward A Theory Of An Integrated Theoretical Approach Of Literacy For Black Boys, Aaron M. Johnson

Michigan Reading Journal

In the education landscape the literacy of Black boys is viewed from deficit framing. Often, educators, politicians, and laypeople point to scores on standardized assessments such as the MSTEP, NAEP, ACT, SAT, and NWEA, these tests only tell a part of the story. The part of the story that those assessments do tell is the abject failure of schools’ ability to engage Black boys in school-based literacy and catapult them into proficient and advanced proficient reading levels. The part of the story that those assessments do not tell is the literate lives that Black boys lead. Furthermore, schools do a …

Infographic: Reading Instruction Strategies Used In Year 4 Lessons In Australia, Dominique Russell

Teacher infographics

Recently released survey data from PIRLS 2021 (Progress in International Reading and Literacy Study) includes information on reading instruction strategies used in year 4 lessons. This infographic shows the percentage of Australian PIRLS 2021 students whose teachers reported using these strategies in every or almost every lesson.

Great Lakes Great Books: Making Classroom Connections, Lynette Suckow

Michigan Reading Journal

Use stories from the Great Lakes Great Books list to connect readers to the classroom curriculum.

Interdisciplinary Read Alouds: Building Background Knowledge To Support Learning Across Science And Social Studies, Lyndsey Bensel

Michigan Reading Journal

Science and social studies instruction at the elementary level has diminished in quantity and quality as a result of increasing pressure to maximize English language arts achievement. Research establishes a strong connection between background knowledge gained through content area learning and the ability to comprehend expository texts. Deprioritizing science and social studies instruction limits opportunities to explore disciplinary literacy practices which serve as the foundation for acquiring knowledge in different disciplines. This paper explores interdisciplinary read aloud lessons as an introduction of disciplinary literacy skills to elementary students. Interdisciplinary read aloud lessons can also support students in acquiring background knowledge …

Educators’ Perceptions Of Implementing The Specialized Program Individualizing Reading Excellence: A Multiple-Case Study, Terra Elizabeth Brown Jordan

Doctoral Dissertations and Projects

The purpose of this qualitative multiple case study was to describe educators’ perceptions concerning the implementation of the Specialized Program Individualizing Reading Excellence (SPIRE) as an intervention to help students meet state proficiency standards at a large suburban school district in Utah. Bandura’s self-efficacy theory served as the theoretical framework to guide an inquiry into educators’ beliefs and how well they executed the SPIRE intervention to answer the central research question, “How do educators explain their perceptions of the use of SPIRE in the classroom?” This study utilized a multiple-case study design that captured the perception of 12 educators who …

Staying “Above The Fray” With Julia B. Lindsey’S Insights On Effective Reading Instruction, Troy Hicks, Emma Chappel, Kirstin Fish, Anne Hosking, Jill Johnston, Jodi Juergens, Georgianna Murray, Lindsay Picarski, Heidi Turchan, Meghan K. Block, Chad Waldron

Michigan Reading Journal

In this crowdsourced, collaborative book review, participants in an online book club share their insights on Julia B. Lindsey's 2022 Scholastic Professional text, Reading Above the Fray.

Instructional Practices That Promote Reading Growth In K-3 Students: A Qualitative Study Of Highly Effective Reading Teachers, Valora J. Unowsky

All Graduate Theses, Dissertations, and Other Capstone Projects

The focus of this study was to examine the effective instructional practices, philosophies, values, and beliefs of highly effective reading teachers, as evidenced by their students’ rate of reading growth over the course of one academic year across all demographic subgroups. Teacher instructional strategies, approaches to tier one and tier two instruction, planning, preparation, and philosophical beliefs about teaching were investigated. The primary goal of this study was to identify and examine teacher practices and characteristics which result in high reading growth, so as to benefit students. This qualitative grounded theory study used targeted teacher interviews and extensive coding methodologies …

Great Lakes Great Books: Continuing To Learn, Lynette Marten Suckow

Michigan Reading Journal

Five book reviews from several grade levels focus on the value of lifelong learning. Titles were chosen from the Great Lakes Great Books Award list.

Creating Effective Parent-Teacher Partnerships To Positively Impact Student Reading, Ashley A. Durack

Masters Projects

Research has proven that when families and educators work together the student benefits immensely and they are more prepared to reach greater academic success. Students today need more support than ever in many academic areas, especially literacy, that is why the creation of parent-teacher partnerships is crucial. When families and educators form strong parent-teacher partnerships they are able to communicate more openly and are able to effectively address the reading difficulties that students may encounter through a variety of different strategies. It’s important for educators to keep an open mind during the creation of these partnerships. It’s essential for teachers …

A Framework For Interdisciplinary Read Aloud Lessons, Lyndsey M. Bensel

Masters Projects

Science and social studies instruction at the elementary level has diminished in quantity and quality as a result of increasing pressure to maximize English language arts achievement. This approach exchanges short term gains in reading proficiency for long term deficits across many disciplines. Research establishes a strong connection between background knowledge gained through content area learning and the ability to comprehend expository texts. Moreover, deprioritizing science and social studies instruction limits opportunities to explore disciplinary literacy practices which serve as the foundation for acquiring knowledge in different disciplines. The framework for interdisciplinary read aloud lessons developed through this project, will …

An Examination Of Reading Interventions At The Upper Elementary Level, Bethany Vangessel

Masters Projects

Students of all ages face challenges in their reading and while some challenges begin early in learning to read, other challenges develop as students begin reading more complex texts. However, research into the most effective forms of intervention for students who struggle with reading have focused more on beginning readers in the lower elementary grades. As students enter the upper elementary grades, there are increased demands on foundational reading skills with multisyllabic words, comprehension, and the added pressure of standardized testing. Changing demands on reading skills result in a more diverse need to intervention as students may struggle with foundational …

Perceptions Of Out-Of-School Reading Motivation For Female Middle School Students, Danielle Porch

Dissertations

Literacy engagement and motivation to read is lacking in middle school reading classrooms. Educators struggle with the challenge of motivating students to read and actively engage with text both inside and outside of school. Research indicates that female and male middle school students have unique characteristics and habits as readers. The purpose of this qualitative study was to examine the perspectives of female middle school students regarding their out-of-school recreational reading time, their attitudes towards reading, and their reading habits. The themes derived from this study indicated the students’ desires to have their reading instruction personalized and have their reading …

Teaching With The Genius In Mind: Enacting Literacy As A Civil Right, Katie Glupker, Pam Gower, Angela Knight

Language Arts Journal of Michigan

Because literacy is a civil right, educators are responsible for designing and implementing literacy education that is designed with the excellence of all students in mind. In order to learn about ways to ensure that literary practices are equitable for all students, the authors joined an educators’ book club to read Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad. Muhammad describes the Black literary societies of the past and challenges educators of today to enhance classrooms by upholding equity and excellence through a five-layered framework: Identity, Skills, Intellect, Criticality, and Joy.

We studied Muhammad’s …