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Teachers' Experiences with the Found...

Fricke, Michael Ryan.

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Teachers' Experiences with the Foundations and Frameworks Reading Program and Reading Comprehension.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Experiences with the Foundations and Frameworks Reading Program and Reading Comprehension./
Author:	Fricke, Michael Ryan.
Description:	191 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3684360
ISBN:	9781321593211

Teachers' Experiences with the Foundations and Frameworks Reading Program and Reading Comprehension.
Fricke, Michael Ryan.

Teachers' Experiences with the Foundations and Frameworks Reading Program and Reading Comprehension. - 191 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2015.

The purpose of this qualitative case study was to explore teachers' perceptions of their experiences with the Foundations and Frameworks Reading program in third and fourth grades at one school in southeastern United States. The framework for this study was based on the social constructivist philosophy of teaching. The two research questions for this qualitative case study addressed 1) how teachers perceived their experiences with the Foundations and Frameworks Reading program as it supported reading comprehension of male and female students, and 2) how teachers described their experiences with the Foundations and Frameworks Reading program in addressing the gap between male and female reading comprehension levels for third- and fourth-grade students at a parochial school in southeastern United States. The researcher conducted interviews and a focus group with nine third- and fourth-grade teachers, examined the reading program guide, and analyzed data using thematic analysis, data display, and synthesis. The teachers perceived their experiences with the reading program as providing quality literature, effective professional development opportunities, and proper instruction on reading comprehension, and recognized that the program guide allowed for autonomy and differentiated instruction. The teachers did not see perceive the reading program allowed them to address the gender gap in reading comprehension. Data revealed that the program was aligned with the social-constructivist view, with concept-based instruction, and that such findings from this study may serve as a foundation for schools and districts to encourage additional studies on teacher experiences with specific reading programs.

ISBN: 9781321593211Subjects--Topical Terms:

2122756
Reading instruction.

Teachers' Experiences with the Foundations and Frameworks Reading Program and Reading Comprehension.
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245 1 0 $a Teachers' Experiences with the Foundations and Frameworks Reading Program and Reading Comprehension.
300 $a 191 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Carol A. Pernsteiner.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2015.
520 $a The purpose of this qualitative case study was to explore teachers' perceptions of their experiences with the Foundations and Frameworks Reading program in third and fourth grades at one school in southeastern United States. The framework for this study was based on the social constructivist philosophy of teaching. The two research questions for this qualitative case study addressed 1) how teachers perceived their experiences with the Foundations and Frameworks Reading program as it supported reading comprehension of male and female students, and 2) how teachers described their experiences with the Foundations and Frameworks Reading program in addressing the gap between male and female reading comprehension levels for third- and fourth-grade students at a parochial school in southeastern United States. The researcher conducted interviews and a focus group with nine third- and fourth-grade teachers, examined the reading program guide, and analyzed data using thematic analysis, data display, and synthesis. The teachers perceived their experiences with the reading program as providing quality literature, effective professional development opportunities, and proper instruction on reading comprehension, and recognized that the program guide allowed for autonomy and differentiated instruction. The teachers did not see perceive the reading program allowed them to address the gender gap in reading comprehension. Data revealed that the program was aligned with the social-constructivist view, with concept-based instruction, and that such findings from this study may serve as a foundation for schools and districts to encourage additional studies on teacher experiences with specific reading programs.
590 $a School code: 1582.
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational administration. $3 2122799
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650 4 $a Educational evaluation. $3 526425
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710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertation Abstracts International $g 76-07A(E).
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792 $a 2015
793 $a English
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