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Qualitative Case Study of Read-Aloud...

Adeyemo, Mary Olufunmilayo.

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Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2./
Author:	Adeyemo, Mary Olufunmilayo.
Description:	181 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3725381
ISBN:	9781339096278

Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2.
Adeyemo, Mary Olufunmilayo.

Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2. - 181 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ed.D.)--Walden University, 2015.

In an inner-city elementary school, students continue to lag in reading proficiency, and implementation of research-based, district-mandated teaching strategies is not well understood. The purpose of this case study was to explore teachers' perceptions of mandated, read-aloud expository text strategies in K-2 classrooms. The conceptual framework was Vygotsky's social constructivism model of learning, which envisions students learning by interacting with teachers and peers, in this case, using read-aloud strategies, until they become autonomous, expository readers. The research questions focused on benefits and challenges of the implementation of read-aloud expository text by K-2 teachers who were given a 5-year mandate by the school to use strategies of scaffolding, graphic organizers, think-alouds, and text talk. Data were gathered from 5 teachers who volunteered to participate and were trained in the strategies. Data collection included individual interviews, collaborating interviews, reflective journals, and field notes. Open coding and thematic analysis identified 6 themes of teacher perceptions, including benefits, situational strategies, and explanations for use, challenges, support, and implementation. Throughout the data collection process, teachers suggested the use of Text Talk Kit materials. These kits, in use by other districts, may be beneficial to all teachers and may lead to social change by allowing teachers to access materials to better instruct all struggling readers, a benefit across all curricular areas and for all students.

ISBN: 9781339096278Subjects--Topical Terms:

2122756
Reading instruction.

Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2.
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245 1 0 $a Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2.
300 $a 181 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Jennifer Seymour.
502 $a Thesis (Ed.D.)--Walden University, 2015.
520 $a In an inner-city elementary school, students continue to lag in reading proficiency, and implementation of research-based, district-mandated teaching strategies is not well understood. The purpose of this case study was to explore teachers' perceptions of mandated, read-aloud expository text strategies in K-2 classrooms. The conceptual framework was Vygotsky's social constructivism model of learning, which envisions students learning by interacting with teachers and peers, in this case, using read-aloud strategies, until they become autonomous, expository readers. The research questions focused on benefits and challenges of the implementation of read-aloud expository text by K-2 teachers who were given a 5-year mandate by the school to use strategies of scaffolding, graphic organizers, think-alouds, and text talk. Data were gathered from 5 teachers who volunteered to participate and were trained in the strategies. Data collection included individual interviews, collaborating interviews, reflective journals, and field notes. Open coding and thematic analysis identified 6 themes of teacher perceptions, including benefits, situational strategies, and explanations for use, challenges, support, and implementation. Throughout the data collection process, teachers suggested the use of Text Talk Kit materials. These kits, in use by other districts, may be beneficial to all teachers and may lead to social change by allowing teachers to access materials to better instruct all struggling readers, a benefit across all curricular areas and for all students.
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710 2 $a Walden University. $b Education. $3 1022723
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3725381