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Teacher Perceptions of the Impact of the iReady Reading Software : = A Phenomenological Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Perceptions of the Impact of the iReady Reading Software :/
其他題名:	A Phenomenological Study.
作者:	Coleman-Void, Deborah Ann.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29065584click for full text (PQDT)
ISBN:	9798819365472

Teacher Perceptions of the Impact of the iReady Reading Software : = A Phenomenological Study.
Coleman-Void, Deborah Ann.

Teacher Perceptions of the Impact of the iReady Reading Software :A Phenomenological Study. - 1 online resource (114 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Northcentral University, 2022.

Includes bibliographical references

Reading comprehension is the foundation of academic success as well as becoming a necessity of developing self-sufficient life skills. Lack of proficient reading skills are looming over middle grade students' ability to comprehend reading material across content areas. However, a lack of the skills needed to sustain a moderately productive life is lacking in most middle and high school students. During this 21st century, schools and school systems are desperately looking for the appropriately best fit program to meet the needs of their struggling readers. Targeted comprehension skills require critical and analytical thinking, which is critical for reading mastery. Computer-assisted reading programs of all sorts are being implemented in reading programs throughout schools and school systems. The purpose of this qualitative phenomological study was to explore middle school teachers' perceptions of the impact of the iReady reading software program on reading performance of struggling readers. The problem addressed in this study was that one third of students at the middle school study site are struggling readers, according to the state standardized test. This has been an ongoing underlying programs for years. Incorporating the computer-assisted program gave teachers and administrators an insight on the reading achievement targeted struggling readers. This phenomenological study invited fifteen teachers to participate in interviews concerning their usage of iReady, the computer-assisted reading program. Through data analysis, with two research questions, two themes per question were generated. For research question one, the two themes were: (1) What are ways iReady was is used weekly? (2) How often is iReady used weekly? Research question two also generated two themes: (1) Is iReady standards aligned with SC Ready standardized standards? (2) How do you rate iReady on a metric scale from 1 (lowest) to 5 (highest)? The results revealed that iReady is an effective computer-assisted reading program. Middle school teachers are desperately searching for alternatives measures that will help with moving students forward in their content areas. iReady is a program that, through the help of a diagnostic test, personalizes learning and provides students with a learning path. Teachers see this as step forward that will help close the learning gap, especially with struggling readers. The results also revealed that further research is needed as iReady is used in elementary and possibly on the high school level. Also, in order to utilizes all aspects of iReady effectively, it is suggested that more in-depth training is needed enriching teachers' understanding and knowledge of iReady.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819365472Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Computer-assistedIndex Terms--Genre/Form:

542853
Electronic books.

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