This study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School's population has been unable to meet Florida's state reading proficiency standards over the last twelve years. Students of Primrose Elementary have a poor foundation in language on which to build vital reading skills. Consequently, students cannot overcome this deficiency because teachers lack the content knowledge to meet the students' language and subsequent reading deficiencies, in spite of 12 years of reading professional development. This dissertation in practice will propose the use of targeted professional development to address below grade level reading performance. The proposed professional development should be delivered through a cyclical model focused on six, sequentially presented key elements: (1) knowledge of language development; (2) knowledge of text complexity; (3) modeling; (4) close reading; (5) collaborative conversations; and (6) independent reading. Delivery is designed to support reading proficiency through language acquisition. Delivery steps will (a) introduce, (b) practice and plan, (c) use, (d) reflect on, and (e) review each element as a skill. A review of school performance and literature correlated impacts of low student socioeconomic status and teacher quality on student reading outcomes.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd-5765 |
| Date | 01 January 2014 |
| Creators | Copelin, Anthony |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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