Primary teachers in the United States accept responsibility for teaching children how to read, and the instruction they provide results in reading proficiency for approximately 37% of students. Although researchers have established a relationship between teacher-related factors and students' performance in reading, they have not yet been able to identify the combination of teacher characteristics that best predicts teachers' intention to provide evidence-based reading instruction. The purpose of this study was to examine the relationships among teacher knowledge, teacher beliefs, and intention to provide evidence-based reading instruction using a conceptual framework that integrated the theory of planned behavior with the implicit theory of intelligence. An online survey was used to gather data from a convenience sample of 37 primary teachers in the United States to examine characteristics effective reading teachers have in common. The results of multiple regression analysis indicated different patterns for different groups of readers. For beginning readers, teachers' behavioral beliefs was the only significant predictor of intention to provide evidence-based reading instruction. For struggling readers, teacher knowledge of reading disabilities was the only significant predictor of intention. This study provided additional evidence of deficits in teachers' knowledge of basic language concepts and reading disabilities. Identifying teacher characteristics that influence students' reading proficiency outcomes may inform efforts to improve professional development and teacher preparation programs to better support and prepare teachers to ensure successful reading outcomes for all children.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

A literature-survey indicated that there is a need for complete reading programmes that are integrated within the mainstream to meet the unique needs of learners who struggle to read in South African schools. Recent research suggests that the use of 'evidence-based', complete reading programmes are effective multi-purpose tools for reading intervention, cognitive enrichment, and identification of learners unresponsive to regular literacy instruction. The main conclusion of, this study was ,that the HlWAY READING & SPELLING PROGRAMME© is a complete reading programme, comprising of multiple components including phonemic awareness instruction, systematic phonics instruction, fluency training, vocabulary building and comprehension strategy training components. It is also a much-needed tool for in-service and pre-service teacher training and whole-school capacity building in the implementation of evidence-based reading instruction. A pre-test-post-test control group design was used. The weight of evidence obtained in this investigation indicates that the HRSP caused a statistically significant improvement in spelling and reading comprehension measures. The HRSP was successfully integrated within the mainstream, and the effect sizes obtained in this study were large Recommendations were offered with regard to the use of the complete reading programmes like the HRSP in school contexts to address the needs of learners unresponsive to literacy intervention. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

A literature-survey indicated that there is a need for complete reading programmes that are integrated within the mainstream to meet the unique needs of learners who struggle to read in South African schools. Recent research suggests that the use of 'evidence-based', complete reading programmes are effective multi-purpose tools for reading intervention, cognitive enrichment, and identification of learners unresponsive to regular literacy instruction. The main conclusion of, this study was ,that the HlWAY READING & SPELLING PROGRAMME© is a complete reading programme, comprising of multiple components including phonemic awareness instruction, systematic phonics instruction, fluency training, vocabulary building and comprehension strategy training components. It is also a much-needed tool for in-service and pre-service teacher training and whole-school capacity building in the implementation of evidence-based reading instruction. A pre-test-post-test control group design was used. The weight of evidence obtained in this investigation indicates that the HRSP caused a statistically significant improvement in spelling and reading comprehension measures. The HRSP was successfully integrated within the mainstream, and the effect sizes obtained in this study were large Recommendations were offered with regard to the use of the complete reading programmes like the HRSP in school contexts to address the needs of learners unresponsive to literacy intervention. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.