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Author: Sarah McGrady Schmidt Publisher: ISBN: Category : Reading (Elementary) Languages : en Pages : 98
Book Description
Literacy is an equity issue of significant importance; students who do not read on grade level by the end of third grade are more likely to drop out of high school and less likely to attend post-secondary education (Lesnick, Goerge, Smithgall, & Gwynne, 2010). Early interventions in Kindergarten through second grade can ameliorate problems which struggling readers experience (Torgesen, 2004). Teachers are poorly prepared to provide the type of intervention instruction necessary to assist these struggling students (Birman, Desimone, Porter, & Garet, 2000; Neuman & Cunningham, 2009). The purpose of this mixed-methods participatory action research study was to examine the effects of professional development designed on principles of effectiveness and factors influencing self-efficacy on student reading achievement and self-efficacy beliefs of participating teachers in K through second grade. A dependent sample t-test showed students of teachers participating in professional development demonstrated statistically significant increases in reading achievement, as measured by the PALs concept of word assessments and guided reading level. The Teachers’ Sense of Efficacy for Literacy Instruction (TSELI) instrument assessed teachers feelings of efficacy pre and post training; a dependent sample t-test demonstrated teachers experienced statistically significant increases in literacy self-efficacy. Interview data indicated that the verbal persuasion, vicarious and mastery experiences from the professional development impacted their feelings of self-efficacy. Recommendations include: implement future professional development based on the study model; train remaining teachers in the same manner; employ a part-time literacy supervisor to ensure fidelity going forward.
Author: Sarah McGrady Schmidt Publisher: ISBN: Category : Reading (Elementary) Languages : en Pages : 98
Book Description
Literacy is an equity issue of significant importance; students who do not read on grade level by the end of third grade are more likely to drop out of high school and less likely to attend post-secondary education (Lesnick, Goerge, Smithgall, & Gwynne, 2010). Early interventions in Kindergarten through second grade can ameliorate problems which struggling readers experience (Torgesen, 2004). Teachers are poorly prepared to provide the type of intervention instruction necessary to assist these struggling students (Birman, Desimone, Porter, & Garet, 2000; Neuman & Cunningham, 2009). The purpose of this mixed-methods participatory action research study was to examine the effects of professional development designed on principles of effectiveness and factors influencing self-efficacy on student reading achievement and self-efficacy beliefs of participating teachers in K through second grade. A dependent sample t-test showed students of teachers participating in professional development demonstrated statistically significant increases in reading achievement, as measured by the PALs concept of word assessments and guided reading level. The Teachers’ Sense of Efficacy for Literacy Instruction (TSELI) instrument assessed teachers feelings of efficacy pre and post training; a dependent sample t-test demonstrated teachers experienced statistically significant increases in literacy self-efficacy. Interview data indicated that the verbal persuasion, vicarious and mastery experiences from the professional development impacted their feelings of self-efficacy. Recommendations include: implement future professional development based on the study model; train remaining teachers in the same manner; employ a part-time literacy supervisor to ensure fidelity going forward.
Author: Donna Jean Koval Publisher: ISBN: Category : Education Languages : en Pages : 524
Book Description
Several researchers describe the need for a systematic instructional approach to address the deficits in reading; however, less research is available to guide school leaders on the specific professional training required to improve teacher efficacy in reading instruction. The purpose of this study was to examine the reading progress of high-need kindergarten students as measured by the Dynamics Indicators of Basic Early Literacy Skills (DIBELS) and explore the influences that teachers' professional training experiences and instructional practices could have on reading achievement. The explanatory mixed-methods design employed a pragmatic approach to the research in order to find practical solutions for improving teacher instructional practice and increasing high-need kindergarten students' reading proficiency in a Southern Pennsylvania public elementary school. Specifically, the study addressed the following central research question: 1. What influences do the professional training experiences of kindergarten teachers in a rural suburban elementary school in southern Pennsylvania have on the DIBELS scores of high-need kindergarten students in each of the four classrooms at the school? In addition, the study addressed the following sub-questions: 1. What is the effect of the instructional methods utilized by teachers on the DIBELS reading achievement scores of high-need kindergarten students? 2. How do teachers describe their professional training experiences and their ability to instruct high-need students in reading? 3. How do teachers' background experiences affect their instructional practice? The researcher also explored the effect of an additional variable, the possible interaction between teacher certification and gender on high-need students' reading achievement scores. The study consisted of two stages: quantitative and qualitative. In the quantitative stage, the results of the kindergarten composite scores on the DIBELS reading assessment were collected and analyzed. Two cohorts were identified: those students taught by a teacher with a reading certification, and students taught by teachers without a reading certification. The data of seventeen students was included from the cohort taught by the teacher with a reading certification, and data was included for fifty-three students in the cohort taught by teachers without a reading certification. A two-way analysis of variance was used to compare the mean scores of the DIBELS assessment. The second stage was qualitative and included twelve observations conducted in four kindergarten classrooms during reading instruction in order to examine the commonalities among classroom organization, curriculum, and instructional delivery. Face-to-face interviews with four kindergarten teachers were also conducted to examine the teachers' perceptions in relation to the their professional background experiences and the training they believed was necessary to increase efficacy in the teaching of reading to high-need students. The observation and interview data was coded and analyzed for common themes related to professional development and effective instructional practices in order to increase the effectiveness of identifying high-need students early and implementing targeted intervention support. Throughout the stages of the study, the identity of both student and teacher participants remained anonymous. The statistical analysis of the DIBELS composite score data indicated a significant statistical difference in the reading achievement of students taught by a teacher with a reading certification compared to the reading achievement of students taught by teachers without a reading certification. However, no statistically significant interaction between gender and teacher certification was found. The observation and teacher interview data suggested that although there was overall consistency in classroom organization and curricular delivery, the teachers desired a more highly trained staff to help deliver small group intervention support to the most at-risk learners, a systematic program that includes guidelines for what and when specific skills should be taught, and differentiated training that improves teacher efficacy and provides consistency within the kindergarten program. The significant findings of the study suggest there may be academic benefits for students taught by a specifically trained professional. School and district administrators responsible for kindergarten programs and the teachers' professional training may use the data gathered from the study to reduce the gap in achievement for high-need students and evaluate the effectiveness of the support mechanisms in place within their existing programs to assist young learners. Keywords: High-need students, Emergent literacy skills, Instructional Interventions, Achievement gap, DIBELS, Teacher efficacy
Author: Barbara M. Taylor Publisher: Routledge ISBN: 1135637717 Category : Education Languages : en Pages : 453
Book Description
This unique book tells the story of a select group of schools and teachers who have managed to beat the odds in terms of improving elementary students reading achievement. Originating with the CIERA School Change Project directed by Barbara Taylor and David Pearson, it was subsequently expanded to include the work of other research teams doing similar work. It combines large scale studies of effective schools and teachers (Part I) with case studies of individual schools and teachers who have successfully transformed research findings into situation-specific strategies appropriate to their schools and classrooms (Parts II and III). The book's distinct contribution is showing that no matter how consistent the research findings on effective school and classroom practice, groups of teachers must improvise their own situation-specific programs and practices. In short, they must be able to create variations on a common theme. Key features of this outstanding new volume include: *Integration of research and cases--One cannot fully understand research-based general principles without knowing how they play themselves out in specific settings. Similarly, one cannot fully understand cases without seeing the commonalities across different schools and classrooms sharing similar goals. This book provides both perspectives. *Diverse cases--The schools and classrooms depicted in this book are urban, rural, and suburban; poor and middle class; and English-only and bilingual. Rather than telling readers how to beat the odds, it provides them with a wide variety of cases from which they can extrapolate to build their own customized teaching programs and practices. *Summarizing section--The final section contains a summary of research on effective schools and teachers and a concluding chapter by Gerry Duffy and Jim Hoffman in which they reflect on the book's content and possible directions for future research. The book is targeted to both in-service elementary teachers and literacy students in advanced college courses.
Author: Isabel L. Beck Publisher: Newark, Del. : International Reading Association ISBN: Category : Education Languages : en Pages : 134
Book Description
To address the concern that students are not actively engaging with what they read, the authors present a strategy called Questioning the Author (QtA), an approach designed to establish student interactions with text to build greater understanding. Contents: -Introduction Chapter 1: What Is Questioning the Auther and How Was It Developed? Chapter 2: Queries Chapter 3: Planning Chapter 4: Discussion Chapter 5: Implementation Chapter 6: Where Has Questioning the Author Been and Where Is It Going?
Author: Meganlyn R. Norris Publisher: ISBN: Category : Group reading Languages : en Pages : 133
Book Description
This qualitative study examined teachers' and administrators' perceptions of the impact of professional development on small group differentiated reading instruction in the primary grades. Seventeen general education public school teachers who taught small group differentiated reading instruction and four public school principals who supervised teachers as they implemented differentiated reading instruction participated in the online survey. Additionally, a limited number of teachers and administrators also participated in face-to-face interviews. The data were collected and analyzed according to teachers' and administrators' perceptions of the effectiveness of professional development received on small group differentiated reading instruction, and teachers' and administrators' beliefs about best practices of professional development on small group differentiated reading instruction. The results indicated that teachers and administrators have similar perceptions of effective professional development strategies that enhance differentiated reading instruction. These perceptions included participating in Professional Learning Communities (PLCs) to analyze student data and instructional practices; observing a coach modeling best practices as well as being observed by a coach; and attending district led professional development workshops. The findings from this study also revealed that teachers and administrators have similar beliefs about effective professional development practices for differentiated reading instruction which included participating in PLCs, coaching, and being provided differentiated professional development sessions. Although this study had a small sample size, the identified findings were supported by research and may benefit the field by contributing to how effective professional development can be designed to improve differentiated reading instruction.
Author: William D. Bursuck Publisher: Rowman & Littlefield ISBN: 1475863934 Category : Education Languages : en Pages : 121
Book Description
This is a book about the struggles over reforming reading instruction and the corresponding effort to improve reading achievement in the United States over the last seven decades.
Author: John Hosp Publisher: Dude Publishing ISBN: 9781935609575 Category : Languages : en Pages : 0
Book Description
This reference guide provides an overview of the purposes and uses of curriculum-based measurement (CBM), a standardized approach to assessing student performance in order to inform educational and instructional decision making. This guide is designed for teachers, administrators, and other educators who are considering using CBM, want an introduction to CBM, or need a quick and easy reference. It is also useful for educators to use with parents and students as an introduction to CBM. Written by two of the authors of the national bestseller, The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement.
Author: Patrick Suber Publisher: AuthorHouse ISBN: 1665516569 Category : Education Languages : en Pages : 197
Book Description
In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
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: Sarah McGrady Schmidt
Author: Sarah McGrady Schmidt
Author: Donna Jean Koval
Author: Barbara M. Taylor
Author: Isabel L. Beck
Author: Dorothy S. Strickland
Author: Meganlyn R. Norris
Author: William D. Bursuck
Author: John Hosp
Author: Patrick Suber
Author: Clarence Ng