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Implementation and Teacher Perceptio...

Fox, Suzanne Eileen.

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Implementation and Teacher Perceptions of Close Reading Instruction in the Primary Grades.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementation and Teacher Perceptions of Close Reading Instruction in the Primary Grades./
作者:	Fox, Suzanne Eileen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	262 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742782
ISBN:	9780355566529

Implementation and Teacher Perceptions of Close Reading Instruction in the Primary Grades.
Fox, Suzanne Eileen.

Implementation and Teacher Perceptions of Close Reading Instruction in the Primary Grades. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 262 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Widener University, 2017.

In order to add to the present research base of close reading, this investigation centered on primary grade teachers' implementation practices and perceptions of close reading, a key element in the Common Core State Standards for reading instruction (National Governors Association Center for Best Practices and Council of Chief School Officers, 2010a). Current research on close reading examines practices in grades 4 to 12 (Fisher & Frey, 2014; Moss, Grand, & Lapp, 2015); this study contributes to research by addressing close reading in grades 1, 2, and 3.

ISBN: 9780355566529Subjects--Topical Terms:

2122756
Reading instruction.

Implementation and Teacher Perceptions of Close Reading Instruction in the Primary Grades.
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300 $a 262 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Annemarie B. Jay.
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520 $a In order to add to the present research base of close reading, this investigation centered on primary grade teachers' implementation practices and perceptions of close reading, a key element in the Common Core State Standards for reading instruction (National Governors Association Center for Best Practices and Council of Chief School Officers, 2010a). Current research on close reading examines practices in grades 4 to 12 (Fisher & Frey, 2014; Moss, Grand, & Lapp, 2015); this study contributes to research by addressing close reading in grades 1, 2, and 3.
520 $a Fourteen teachers of grades 1, 2, and 3 in a suburban elementary school completed a 24 item survey regarding implementation and perceptions of close reading. Six of the 14 teachers, two each from grades 1, 2, and 3, were interviewed prior to and after two observed close reading lessons. Interview and observation data were collected by the researcher and a research assistant.
520 $a Research results found that primary grade teachers' instructional practices related to close reading were dependent on the developmental nature of their learners as well as the young students' literacy skill sets at the time of instruction. These findings reveal the significant differences between primary grade close reading instruction and upper grade close reading instruction.
520 $a Participating primary grade teachers identified both challenges and benefits of close reading. Data from surveys, teacher interviews and classroom observations were examined and compared for triangulation. Recommendations for future research include using a larger sample of primary teachers as well as the addition of survey items on other topics related to close reading instruction. Clearly, more research on close reading in the primary grades needs to be conducted.
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