Thesis (Ed.M.)--Boston University

Approximately 80% of students with learning disabilities (LD) experience difficulties learning to read (Shaywitz, Morris, & Shaywitz, 2008). Many schools have begun offering intensive summer reading programs in an effort to enhance the reading of students with and at risk for LD. Yet, remarkably little is known about the teachers who staff these programs and are tasked with teaching students with some of the most significant reading needs. For this reason, this study investigated the relationship between characteristics of summer reading teachers, their knowledge of reading, and the code-focused reading instruction they provided in the classroom during an intensive summer reading program for students with and at risk for LD. Data for this study were collected by the Iowa Reading Research Center as part of its Intensive Summer Reading Program (ISRP) study. In total, 74 teachers participated in this study. In addition to completing the Teacher Knowledge of Early Literacy Skills test, each teacher’s classroom was observed one day each week during the ISRP study. Findings of multiple regression analysis indicate that summer reading teachers certified in special education spent 4.1% less of their overall instructional time on code-focused instruction in comparison to general education teachers. Additionally, summer reading teachers who scored higher on the TKELS spent less time on code-focused instruction. Finally, years of teaching experience and years of experience teaching students achieving below grade level were not useful in predicting variation in the amount of code-focused instruction teachers provided during the intensive summer reading program.

Thesis (Ed. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 57-60).

The interaction patterns of 4 parent readers and 4 senior readers were investigated using grounded theory methodology during an intergenerational shared book reading activity with 16, 5 and 6 year olds. Parent and senior volunteers were observed during one on one reading with two different children who were divided up by gender using stratified random assignment to read with either a parent aged reader or a senior reader. To capture authentic interactions between the volunteer readers and children no preliminary training took place. Data were collected during pilot, pre-program, program, and post-program conditions. Open coding using a constant comparison method was used to establish patterns across conditions in the early phases of data collection. During open coding provisional categories were identified. Data from video observations, parent journals and interviews were then interpreted using axial coding methods to analyze the context, conditions and action/interaction strategies that were present and to determine connections between categories. From this information, broad categories were recombined based on trends and the observed antecedent and situational features. Selective coding was then used to test the provisional phenomenon. This was done using coding to identify any changes that took place between volunteer readers and each of the two children that he or she read with. The central phenomenon of scaffolding was identified across intervening conditions. The phenomenon of scaffolding was defined as a query and response pattern initiated by the adult, and used to direct the child's focus of attention during the literacy act. This took place as part of a transactional process where the elements of (a) the book being read, (b) the child and (c) the volunteer reader mutually conditioned and were conditioned by the other elements. The qualities that the reader brought to the transaction tended to differ when comparing senior and parent readers. The main differences observed occurred in three clusters of (a) Timing, Responsiveness, and Pace, (b) Use of Expression, Colloquialisms, Articulation and (c) Gestures, Feedback Methods and Range of Strategies. The pace of the senior readers was found to be slower than that of the parent aged readers. The senior readers also tended to make use of distinct pronunciation and did not use colloquialisms. They were also more inclined to use a wider range of supportive strategies. Both the senior readers and the parent readers were unaware of most of the strategies that they used to support the children. Further research on the question of the transactional process and the qualities brought to the shared reading experience by senior volunteer readers is required. Replication of the present study is suggested across a variety of conditions with different types volunteer readers and children. / Graduate

The problem of this study was to test the effectiveness of adapting the reading instruction to the level and ability of individuals or small groups of a particular group of second grade children.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 30-33).

No description available.

Elementary students continue to read below proficiency levels. Principals play a key role in the reading programs at their school. The purpose of this study was to identify perceptions of selected elementary principals and teachers regarding the principal's role in the development, implementation, and continuation of an effective series reading program. Through this study, factors contributing to the success or failure of the principal's role in a series reading program were suggested. A qualitative research design was used with semi-structured interviews to determine the perceptions of principals and teachers regarding the role of the principal in the development, implementation, and continuation of a series reading program. Principals and teachers were interviewed from elementary schools in Alabama and Nevada. The findings from the research provide principals and division leaders a compendium of strategies and themes to be used to implement and continue a successful series reading program. The findings suggest that principals empower and motivate teachers and staff to implement new and continue existing reading programs by modeling it themselves, that principals allocate funding for series reading books to add to the collection of books at the school, and that a principal's literacy background and personal experiences influence the effectiveness of a series reading program. Principals and teachers that indicated reading books in a series was beneficial to struggling readers and students new to learning English (L2), and that the series reading program promoted adult-student relationships supportive of increased reading volume. Implications for school leaders and principals are shared as well as suggestions for future research. / Doctor of Education / The purpose of the study was to identify perceptions of selected elementary principals and teachers regarding the role of the principal in the development, implementation, and continuation of an effective series reading program. Through this study, factors contributing to the success or failure of the principal's role in a series reading program were suggested. Principals and teachers were interviewed from elementary schools in Alabama and Nevada. The findings suggest that principals empower and motivate teachers and staff to implement new and continue existing reading programs by modeling it themselves, that principals allocate funding for series reading books to add to the collection of books at the school, and that a principal's literacy background and personal experiences influence a series reading program. Principals and teachers indicated that reading books in a series was beneficial to struggling readers and students new to learning English (L2), and that the series reading program promoted adult-student relationships supportive of increased reading volume. Implications for school leaders and principals are shared as well as suggestions for future research.

The problem of the study was to analyze the first-grade reading program of the elementary school of Ferris, Texas, in relation to the recognized plans for progress in first-grade reading.

No description available.