The educational shift to the common core requires educators to increase the amount of informational text that is used within their classroom. The struggle for whole group use of informational text related to units of study proved to be challenging for teachers at the study site. Guided by constructivist theory that states learners must have the means to construct knowledge and understanding, the purpose of the study was to explore the current practices and needs of teachers in reaction to the increased use of informational texts. The research questions addressed the teaching strategies and guidance that teachers provide for students' learning, what current challenges teachers have, and their needs for better implementation of the Common Core Standards. Eleven teachers from 3rd to 5th grades were interviewed and participated in a focus group. Analysis and organization of the data through its transcription and coding led to the emergence of 4 themes: the need for professional development, time management, integration of curriculum, and creativity in the language arts classroom. The findings inspired the creation of a 3-day professional development to provide teachers with an opportunity to collaborate, create, engage, and learn. This study supports positive social change by providing a resource for teachers to better serve students in having the ability to read for information in an integrated manner. This ability will help students in their educational responsibilities and perhaps future endeavors in understanding societal issues.

ABSTRACT LINKS AND DISCONNECTS BETWEEN THIRD GRADE TEACHERS’ BELIEFS, KNOWLEDGE, AND PRACTICES REGARDING NONFICTION READING COMPREHENSION INSTRUCTION FOR STRUGGLING READERS by Nicole P. Maxwell In the current era of accountability, U. S. teachers face strict demands from No Child Left Behind (NCLB) to ensure that all students’ reading achievement meets the requirements of their respective grade levels (Coburn, Pearson, & Woulfin, 2011). These demands are especially stressful when teachers have students who struggle with reading. Regrettably, many students grapple with reading difficulties, particularly with comprehending fiction and nonfiction texts (Allington, 2011). The purpose of this study was to examine the beliefs and understandings three third grade teachers held concerning nonfiction reading comprehension instruction for struggling readers and how these beliefs and knowledge influenced their pedagogical practices. This qualitative, interpretive case study examined their beliefs using the theoretical lenses of epistemology (Crotty, 2007; Cunningham & Fitzgerald, 1996; Dillon, O’Brien, & Heilman, 2004; Magrini, 2009), social constructivism (Vygotsky, 1978), transactional theory of reading (Rosenblatt, 1994), and the sociocognitive interactive model of reading (Ruddell & Unrau, 2004). The following research questions guided this inquiry: (1) How do third grade teachers support struggling readers when navigating nonfiction texts? (2) What are these third grade teachers’ beliefs and understandings about struggling readers? (3) How do these beliefs influence the third grade teachers’ pedagogical practices with struggling readers? Data collection lasted for five months and involved interviews, classroom observations, teacher debriefs, and the collection of artifacts, including DeFord’s (1985) Theoretical Orientation to Reading Profile (TORP). Data analysis was conducted using the constant comparative approach (Glaser & Strauss, 1967). The findings in this study revealed links and disconnects between the accommodations teachers believed their struggling readers needed and what they actually provided their struggling readers. These teachers faced pressures of time constraints and a focus on testing, which affected their pedagogical practices. Furthermore, they demonstrated a reliance on content area textbooks and dissatisfaction with the accessibility of nonfiction materials. These findings highlight the need for pre-service and in-service teachers to have access to quality nonfiction materials to use in the classroom and instruction on how to provide nonfiction comprehension instruction to their struggling readers.