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Why Johnny Can Read: Second Grade Te...

Masterson, Corrie A.

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Why Johnny Can Read: Second Grade Teachers' Perceptions of the Best Practices in Literacy Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Why Johnny Can Read: Second Grade Teachers' Perceptions of the Best Practices in Literacy Instruction./
作者:	Masterson, Corrie A.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734053
ISBN:	9781339225210

Why Johnny Can Read: Second Grade Teachers' Perceptions of the Best Practices in Literacy Instruction.
Masterson, Corrie A.

Why Johnny Can Read: Second Grade Teachers' Perceptions of the Best Practices in Literacy Instruction. - 235 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--American International College, 2016.

Gaps in reading performance are not a new phenomenon. Educators, policy makers, and academics continue to struggle with solutions to ensure every student is reading on grade level. The National Reading Council (1998) defines the process of reading as "getting meaning from print, using knowledge about the written alphabet and about the sound structure of oral language for the purposes of achieving understanding" (p. vi). One of the most compelling findings from reading research is many children who do not acquire sufficient word recognition skills by third grade rarely improve those deficits (NRP, 2000; RAND, 2001). Furthermore, the National Reading Council (1998) concludes effective instruction and intervention in preschool and primary grades could prevent most reading problems.

ISBN: 9781339225210Subjects--Topical Terms:

2122756
Reading instruction.

Why Johnny Can Read: Second Grade Teachers' Perceptions of the Best Practices in Literacy Instruction.
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245 1 0 $a Why Johnny Can Read: Second Grade Teachers' Perceptions of the Best Practices in Literacy Instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Nicholas D. Young.
502 $a Thesis (Ed.D.)--American International College, 2016.
520 $a Gaps in reading performance are not a new phenomenon. Educators, policy makers, and academics continue to struggle with solutions to ensure every student is reading on grade level. The National Reading Council (1998) defines the process of reading as "getting meaning from print, using knowledge about the written alphabet and about the sound structure of oral language for the purposes of achieving understanding" (p. vi). One of the most compelling findings from reading research is many children who do not acquire sufficient word recognition skills by third grade rarely improve those deficits (NRP, 2000; RAND, 2001). Furthermore, the National Reading Council (1998) concludes effective instruction and intervention in preschool and primary grades could prevent most reading problems.
520 $a Despite past and current educational reform efforts and the existence of data from the National Assessment of Educational Progress (2013), which shows marginal improvement in reading scores for U.S. fourth grade students. Achievement gaps, especially minority and poor students, fail to decrease significantly. However, the role a teacher plays in the learning-to-read process has remained a constant. The need for teachers to possess a strong knowledge of reading research, evidence-based instruction, and best practices in literacy (Farstrup & Samuels, 2002; Morrow & Gambrell, 2011) is crucial to closing the achievement gap.
520 $a The purpose of this phenomenological study is to describe, analyze, and identify commonalities and differences amongst the variances of literacy instructions, with the purpose of gaining a better understanding of second grade teachers' perceptions of the best literacy instruction practices and how these practices affect the reading achievements of their second grade students. The phenomenological research yielded four themes: Creating an Effective Learning Environment, Developing an Understanding of Student Learning, Being a 21st Century Teacher, and Implications of Leadership and District Mandates, as well as nine sub-themes: Comprehension Development, Differentiated Instruction, Balanced Approach, Effective Instruction, Informal and Formal Assessments, Reflection, Cultural Awareness, Home and School Connection, Student Choice, Leadership, and Professional Development. The themes and sub-themes were a direct reflection of the teachers' perceptions of best practices in literacy instruction and uncovered the key principles second grade teachers associated with best practices in literacy instruction.
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