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Reading Intervention: Teacher Percep...

Miller, Demetria.

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Reading Intervention: Teacher Perceptions and Changes in Student Behavior and Performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading Intervention: Teacher Perceptions and Changes in Student Behavior and Performance./
Author:	Miller, Demetria.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	131 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253812
ISBN:	9781369505481

Reading Intervention: Teacher Perceptions and Changes in Student Behavior and Performance.
Miller, Demetria.

Reading Intervention: Teacher Perceptions and Changes in Student Behavior and Performance. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 131 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

To meet the needs of the students who struggle with reading, there are interventions programs available that teachers can utilize in the classroom. The problem addressed in this qualitative mixed method study was to understand teachers' perceptions of the impact of the Early STAR Reading intervention on students in grades K-2. This study included the Early STAR Literacy reading intervention, secondary data, and teacher interviews. The teacher interviews were held at an offsite location and the teachers were asked a total of four open-ended questions. Upon completion of the teacher interviews, the researcher asked permission to review the secondary data assessments of the students' progress before and after implementing intervention progress done monthly. The findings revealed that teachers did notice their various successes that led to positive growth with their students on using reading strategies, confidence in self-esteem, and test gains. All of the participants agreed that time and planning was a constraint. According to the results of this study, the effectiveness of the Early STAR literacy reading program made a positive impact on students' reading achievement. The biggest challenge the teachers mentioned when they used the Early STAR Reading intervention program was time and planning. Future researchers should include planning, expanding the study group and Title I schools, collaborative planning, observation of planning days, and professional development.

ISBN: 9781369505481Subjects--Topical Terms:

2122756
Reading instruction.

Reading Intervention: Teacher Perceptions and Changes in Student Behavior and Performance.
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300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Tracey Johnson.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
520 $a To meet the needs of the students who struggle with reading, there are interventions programs available that teachers can utilize in the classroom. The problem addressed in this qualitative mixed method study was to understand teachers' perceptions of the impact of the Early STAR Reading intervention on students in grades K-2. This study included the Early STAR Literacy reading intervention, secondary data, and teacher interviews. The teacher interviews were held at an offsite location and the teachers were asked a total of four open-ended questions. Upon completion of the teacher interviews, the researcher asked permission to review the secondary data assessments of the students' progress before and after implementing intervention progress done monthly. The findings revealed that teachers did notice their various successes that led to positive growth with their students on using reading strategies, confidence in self-esteem, and test gains. All of the participants agreed that time and planning was a constraint. According to the results of this study, the effectiveness of the Early STAR literacy reading program made a positive impact on students' reading achievement. The biggest challenge the teachers mentioned when they used the Early STAR Reading intervention program was time and planning. Future researchers should include planning, expanding the study group and Title I schools, collaborative planning, observation of planning days, and professional development.
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