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Author: Cynthia Dianne Calderone Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACT: The purpose of this qualitative research study was to describe and explain the characteristics of an effective professional development model in an early intervention training program. The focus of the study was on particular aspects of literacy instruction that were emphasized during training sessions and trainer and teacher perceptions of the Accelerated Literacy Learning (ALL) program. This study examined the elements of training that two teachers chose to transfer to their classrooms, as well as modifications they chose to make, in the year following training in an effort to gain further insight into successful teacher training practices. The following research questions guided this study: 1. How do teachers who have received early intervention training for two semesters apply this knowledge in their classrooms during the following school year? 2. What do teachers choose to use and not use from the training program and why? 3. What modifications of the program do teachers make, if any, and why? 4. What are the perceptions of trainers about an early intervention training program? To obtain answers to these research questions, I conducted individual and focus group interviews with teachers and trainers, made observations of training sessions, analyzed course documents, and observed two teachers in their classrooms in the year following training. These data were analyzed using qualitative analysis procedures. I followed a phenomenological theoretical approach and reported my findings through descriptive case studies. The study findings indicated that teachers chose to use many elements of training in their classrooms in the year following training. It was discovered that the elements that the teachers chose to use in training were the elements that the trainers emphasized in training sessions. The findings also indicated that teachers made modifications to the lesson format that they were taught in training. The segment of the lesson that the teachers chose to modify was one that was not as prescriptive in training as other lesson segments. The trainers did not spend as much time discussing the writing segment of the lesson format as they did the other segments and consequently the teachers made modifications.
Author: Cynthia Dianne Calderone Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACT: The purpose of this qualitative research study was to describe and explain the characteristics of an effective professional development model in an early intervention training program. The focus of the study was on particular aspects of literacy instruction that were emphasized during training sessions and trainer and teacher perceptions of the Accelerated Literacy Learning (ALL) program. This study examined the elements of training that two teachers chose to transfer to their classrooms, as well as modifications they chose to make, in the year following training in an effort to gain further insight into successful teacher training practices. The following research questions guided this study: 1. How do teachers who have received early intervention training for two semesters apply this knowledge in their classrooms during the following school year? 2. What do teachers choose to use and not use from the training program and why? 3. What modifications of the program do teachers make, if any, and why? 4. What are the perceptions of trainers about an early intervention training program? To obtain answers to these research questions, I conducted individual and focus group interviews with teachers and trainers, made observations of training sessions, analyzed course documents, and observed two teachers in their classrooms in the year following training. These data were analyzed using qualitative analysis procedures. I followed a phenomenological theoretical approach and reported my findings through descriptive case studies. The study findings indicated that teachers chose to use many elements of training in their classrooms in the year following training. It was discovered that the elements that the teachers chose to use in training were the elements that the trainers emphasized in training sessions. The findings also indicated that teachers made modifications to the lesson format that they were taught in training. The segment of the lesson that the teachers chose to modify was one that was not as prescriptive in training as other lesson segments. The trainers did not spend as much time discussing the writing segment of the lesson format as they did the other segments and consequently the teachers made modifications.
Author: Clarence Ng Publisher: Springer ISBN: 9811043310 Category : Education Languages : en Pages : 360
Book Description
This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies. While students’ reading performance is currently receiving unprecedented attention, there is a lack of research that adopts an international perspective and draws on research expertise from different parts of the world to present a concerted effort, discussing key research models and findings on how to improve reading education. Addressing this gap in the literature, the book also responds to the challenge of promoting higher levels of literacy, and supporting and developing readers who can enjoy and critique texts of every genre.
Author: Sonja Lynnette Howard Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Students who live in poverty often struggle to learn to read. The percentage of students experiencing reading difficulties in the first years of schooling can be reduced by the use of high-quality instruction and intervention (Reynolds et al., 2011). School district leaders need to understand the outcomes and challenges of reading programs designed to ameliorate reading difficulties among at-risk students. The purpose of this mixed methods study was to examine the outcomes and perceptions of implementation of an early reading program in a high minority, high poverty suburban school district. The academic outcomes of kindergarten, first-grade, and second-grade students who participated in an early reading intervention were compared to kindergarten, first-grade, and second-grade students who qualified but did not participate. The perceptions of the campus-level staff stakeholders who worked with these students were analyzed. This study used an explanatory sequential format for the mixed methods case study design. For the quantitative analysis of this study, reading scores of students in kindergarten, first grade and second grade who received the reading program tutoring were compared to students in kindergarten, first grade and second grade who did not receive reading program tutoring. Archived student data was collected from each of the grade-level cohorts from three school years (2018-2021) for students who qualified for, were selected to participate, and participated in the reading program for a minimum of 12 weeks. A survey provided perception of implementation information as well as allowed for recruiting participants to the next phase of the study that involves collecting and analyzing qualitative data through three separate focus group interviews. For the reading tutor focus group, two tutors were randomly selected from survey participants. Tutors who participated in the study were those who received formal training and provided reading program tutoring to six to 10 students for a minimum of 12 weeks. For the coach focus group, three coaches who supported and coached tutors in the reading tutoring program were randomly selected from the survey participants. For the principal focus group, two principals were randomly selected from the survey participants. The qualitative data were analyzed, and thematic findings were generated. The findings may help the study district gain an understanding of the practices that help prevent and intervene for reading difficulties in young children. The study district may use the findings to determine if the goals of the program are being met and potentially use that information to determine if the intervention program is worth the cost
Author: Jacalyn M. Auris Publisher: ISBN: Category : Reading Languages : en Pages : 145
Book Description
This qualitative case study explored teachers' perceptions of the Project Read program. The study focused on teachers' perceptions of effective literary strategies offered in the Project Read program, student engagement during instruction in the program, and students' independent reading ability after instruction in the program. The study site was a special education center located in the mid-Atlantic region of the United States. Participants included 10 special education teachers who were employed at the selected site. Participants completed a 34-item Likert survey and a nine question scripted interview. Participants were also observed teaching a Project Read lesson by a trained observer one time during this study. This study proposes that more staff development in the areas of differentiated instruction and effective use of teacher time may be needed to receive the most instructional benefit from the Project Read programs. Further, the study indicated a need to address pereceived weaknesses of the program by supplementing instruction in the Project Read program with other types of literature activities.
Author: Michael Fairbrother Publisher: ISBN: Category : Languages : en Pages :
Book Description
Research demonstrates those who fail to learn to read well face unfair and lifelong societal disadvantage (Allington, 2011; Castles et al., 2018; Frontier, College, 2018). The number of children who fail to learn to read proficiently remains unacceptable and persists even as research suggests practices to help struggling readers (Allington, 2011; Castles et al., 2018). Building upon dismal findings from literacy networks and evidence from empirical research this study addresses this problem by exploring how contextual factors influence teachers' learning and practice and student early reading achievement through two research questions: 1) How do contextual variables at the school, board and provincial level influence the planning, delivery and uptake of early reading professional learning opportunities? 2) How do teachers perceive the relationships between (a) their professional learning experiences, (b) their classroom early reading practices, and (c) student reading outcomes? This complexivist multiple instrumental case study explores the role of context upon teachers' (N = 6) perspectives in three diverse schools (rural, urban and suburban) in one school board with the voices of principals (N = 3) and board-level reading experts (N = 3) providing additional layers of context. Within-case findings demonstrate the importance of meeting local teacher and student needs. Contextual networks represent pathways leading to learning, teaching and student reading development. Cross-case findings reveal the universal needs of the participants for meeting students' core social and academic needs. Finally, a conceptual framework depicts the interaction of contextual factors within the teaching, learning and student achievement process. Theoretical, empirical and practical implications anchor a discussion proposing a research agenda situating teacher early reading learning into a professional learning collective compassionate to the learning needs of teachers who in turn can be more responsive to the local and universal needs of their students.
Author: Cynthia Dianne Calderone
Author: Cynthia Dianne Calderone
Author: Clarence Ng
Author: 
Author: Sheila T. Washington
Author: Patti Tenant Hobby
Author: Lana E. Hewer
Author: 
Author: Sonja Lynnette Howard
Author: Jacalyn M. Auris
Author: Michael Fairbrother