A Study of Present Practices and Attitudes of Atlantic and Sussex County Kindergarten and First Grade Teachers with Respect to Reading Readiness PDF Download

Author: Avery Joan Nathan
Publisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 66

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Author: Kathy Janikowski
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Category : College teachers
Languages : en
Pages : 96

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Author: Kathryn Davis
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Category : Career development
Languages : en
Pages : 0

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The purpose of this study was to explore Pennsylvania kindergarten, first, and second grade teachers' perceptions, attitude, and knowledge regarding early literacy skills incorporating the Science of Reading (SoR)

Author: Dolores Durkin
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 34

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Author: Sherry Bowers
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ISBN:
Category : Reading readiness
Languages : en
Pages : 108

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Author: Annabelle M. Shutsy
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ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 118

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Author: Evaline Nash Smith
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Category : First grade (Education)
Languages : en
Pages : 220

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Author: Diane M. Brezinski
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 102

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Author: Brian T. Gaunt
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ISBN:
Category :
Languages : en
Pages :

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ABSTRACT: The aim of the Reading First grant program was to (a) increase quality and consistency of instruction in K-3 classrooms; (b) conduct timely and valid assessments of student reading growth in order to identify students experiencing reading difficulties; and (c) provide high quality, intensive interventions to help struggling readers catch up with their peers (Torgesen, 2002). In the State of Florida, school districts must incorporate the use of an assessment tool called the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to qualify for Reading First grant funding. Though DIBELS has been found to be a valid and reliable assessment for screening, monitoring, and evaluating student outcomes in early literacy skills, very little discussion or research has been conducted concerning teacher use and attitudes about DIBELS within a Reading First program. The present study involved a qualitative analysis of teachers' perceptions and use of the DIBELS within a Reading First context. Fourteen teachers (seven kindergarten and seven first grade teachers), Reading Coaches, non-teaching Specialists, and DIBELS experts participated in the present study. Results were aggregated for comparisons across multiple data sources. Results suggest teacher's perceptions may not be easily classified on a simple dichotomous range; rather their reported benefits and concerns on the use of the DIBELS were found to be varied and highly situational. Results were further interpreted in the context of research literature on data utilization and analysis in schools.

Author: Lindsey Abbott
Publisher:
ISBN:
Category :
Languages : en
Pages : 124

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In the action research project report, the teacher researchers found that many kindergarten and first-grade students did not have the reading readiness skills to be reading at their benchmark target. The purpose of the project was to improve the students overall reading ability. The dates of the project began on September 8 through December 20, 2011. There were 74 students and 74 parents that participated in this research study. The teacher researchers noticed that the students lacked reading readiness skills that were necessary to meet grade level benchmarks. The teacher researchers used a parent survey, baseline assessments, and observational checklist to document evidence. The teacher researchers found from the parent survey that students who lacked interest in books and reading them demonstrated low reading readiness skills. The baseline assessment the students took showed an overall weakness in letter identification, initial sounds, medial sounds, and ending sounds. The observational checklist indicated difficulty with segmenting sounds, letter sound knowledge, inability to rhyme, decoding difficulties and reading miscues, poor comprehension, lack of interest in books, lack of print awareness skills, poor attentions spans, lack of response during whole group instruction, and off-task behaviors. The teacher researchers used a variety of interventions to improve their students overall reading skills. These interventions included small guided reading groups, word work, phonemic awareness drills, and posters that gave visual clues on how to decode unknown words. In the guided reading groups the students were paired with other students at their same reading ability. Flashcards were used during word work that helped to gain letter and sound knowledge and identification. Phonemic awareness drills helped to promote students sound and decoding skills. The posters provided a quick and kid friendly visual clue to help read unknown words. The students overall reading growth was the most notable result taken from the action research project. The teacher researchers saw marked growth in letter recognition and beginning sounds. In letter recognition the targeted students represented that 100% (n=21) of the students recognized all 10 of the letters tested. In beginning sounds 100% (n=21) the targeted students recognized all 3 beginning sounds. The teacher researchers concluded that the interventions used during this research project helped to promote reading readiness skills in most of the targeted students. Four appendixes present: (1) Parent Survey; (2) Observational Check List; (3) Site A Baseline Assessment; and (4) Site B Baseline Assessment. (Contains 6 tables and 31 figures.).