The present design examined teachers' use of expository text during the dedicated block of time devoted to literacy instruction. Teachers and students were participating in an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to either the ISI intervention or a vocabulary intervention, which was not individualized. The teachers in both conditions received equal hours of professional development. Classroom observations were videotaped and conducted in 2008-2009, in the fall, winter, and spring to document the instruction that each student in the classroom received. Results indicated that teachers and students spent far less time in expository text interactions (3.5 minutes) during the literacy block than in narrative text interactions (21 minutes). There were no differences in use of expository text across interventions. Finally, the use of expository text in the classroom did not have a significant effect on the primary outcome measures of students' spring reading and language factor scores. The results of this study suggest a need to learn more about teacher's use of expository text and its place in third grade classrooms. / A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Fall Semester, 2012. / October 19, 2012. / expository text, informational text, third grade / Includes bibliographical references. / Carol Connor, Professor Co-Directing Dissertation; Juliann Woods, Professor Co-Directing Dissertation; Barbara Foorman, University Representative; Carla Jackson, Committee Member; Alysia Roehrig, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183248 |
| Contributors | Giuliani, Sarah Sweeny (authoraut), Connor, Carol (professor co-directing dissertation), Woods, Juliann (professor co-directing dissertation), Foorman, Barbara (university representative), Jackson, Carla (committee member), Roehrig, Alysia (committee member), School of Communication Science and Disorders (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.002 seconds