Examining Small-Group Reading Instruction for Students Identified as Having Difficulty with Reading: A Multi-Case Study

Autor/in	Jones, Jill Spargur
Titel	Examining Small-Group Reading Instruction for Students Identified as Having Difficulty with Reading: A Multi-Case Study
Quelle	(2018), (224 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-8484-5
Schlagwörter	Hochschulschrift; Dissertation; Small Group Instruction; Reading Instruction; Reading Difficulties; Elementary School Teachers; Reading Teachers; Grade 1; Scaffolding (Teaching Technique); Rural Schools; Instructional Effectiveness; Reader Text Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Reading difficulty; Leseschwierigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; School year 01; 1. Schuljahr; Schuljahr 01; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Unterrichtserfolg
Abstract	This qualitative case study examined two first-grade teachers' scaffolding within daily small-group reading instruction for students identified as having the most difficulty with reading and how the scaffolds supported students' reading. This research occurred in two first-grade classrooms at Springville Elementary School, a school in a rural town outside a larger city in the Southeastern United States. Participants consisted of two purposefully selected teachers and seven students they identified as having the most difficulty with reading. Data collection occurred over eight weeks and consisted of participant observations, field notes, teacher and student interviews, students' reading data, and instructional artifacts. Data analysis entailed the process of open coding using Miles, Huberman, and Saldana's (2014) method of First Cycle and Second Cycle coding and collapsing data into five overall themes. The first three themes focused on teachers' scaffolding forms, the small-group instructional focus, and students' engagement with text. The final two themes focused on how teachers supported students' abilities to determine unknown words and varied levels of support students required in the word solving process. The findings from this study align with prior research on teacher scaffolding forms, and highlight the importance of the instructional focus, opportunities for students to read text, and implementing various levels of support. These findings have implications for policy, practice, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01