Educators' Perspectives of How to Support the Reading Needs of Grade 3 through Grade 6 Students with Low SES Resources

Autor/in	Matthews, Antoinette Laura
Titel	Educators' Perspectives of How to Support the Reading Needs of Grade 3 through Grade 6 Students with Low SES Resources
Quelle	(2023), (303 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-4466-7
Schlagwörter	Hochschulschrift; Dissertation; Grade 3; Grade 4; Grade 5; Grade 6; Elementary School Teachers; Elementary School Students; Socioeconomic Status; Reading Skills; Reading Ability; Teacher Attitudes; Reading Instruction; Intervention; Instructional Effectiveness; Professional Development; Student Evaluation; Reading Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Socio-economic status; Sozioökonomischer Status; Reading skill; Lesefertigkeit; Reading competence; Lesekompetenz; Lehrerverhalten; Leseunterricht; Unterrichtserfolg; Schulnote; Studentische Bewertung; Leseleistung
Abstract	In an urban school district in a southwestern state, the problem investigated was that elementary educators are struggling to support the reading needs of Grade 3 through Grade 6 students from families having limited access to economic resources. Students with higher socioeconomic status (SES) outperform students with low SES backgrounds. Students with proficient reading skills demonstrate higher overall academic performance and more post-secondary opportunities. The purpose of this basic qualitative study was to investigate educators' perspectives of why current reading interventions have not been successful for Grade 3 through Grade 6 students at the target site. Using Bandura's social learning theory, this study aimed to investigate educators' perspectives of the implementation of reading interventions for Grade 3 through Grade 6 students from families having limited access to economic resources in the target district. Data were collected via semistructured interviews from 10 participants who met the criteria of having experience as a reading teacher and in delivering reading interventions to Grade 3 through Grade 6 students. Data analysis included using a priori and open coding to identify codes, categories and themes. Themes emerged on (a) professional development (PD), (b) foundational reading skills, and (c) assessment-driven reading interventions. Findings indicated the need for reading PD and interventions based on assessment data. The resultant PD project contributes to social change by developing educators' skills to implement reading interventions resulting in improved student reading performance. [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	2024/1/01