This study examined a first grade, general education teacher's changing practices related to reading intervention for struggling readers as she worked with a group of university researchers to develop and implement a first grade reading instruction model. This study also investigated the following research questions: What changes in a first grade, general education teacher’s reading instructional practices occurred because of a year long university-teacher collaborative relationship in implementing evidence-based reading instruction for struggling students? What were the facilitators and barriers for implementing evidence-based reading practices for struggling readers? Analyses of classroom observations, teacher interviews, intervention validity checklists (IVC's), observations, support team meeting notes, research team meeting notes, field notes, and other forms of documentation provided a view into the process of change of one teacher. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/29672 |
| Date | 04 May 2015 |
| Creators | Simon, Erica Cecelia |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | electronic |
| Rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. |
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