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Middle School Teachers' Experiences with Professional Learning Communities and Reading Strategies: A Qualitative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Teachers' Experiences with Professional Learning Communities and Reading Strategies: A Qualitative Study./
Author:	Gray, Elicia K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	125 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
Contained By:	Dissertations Abstracts International80-02A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10845272
ISBN:	9780438262324

Middle School Teachers' Experiences with Professional Learning Communities and Reading Strategies: A Qualitative Study.
Gray, Elicia K.

Middle School Teachers' Experiences with Professional Learning Communities and Reading Strategies: A Qualitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 125 p.

Source: Dissertations Abstracts International, Volume: 80-02, Section: A.

Thesis (Ph.D.)--Capella University, 2018.

Students with disabilities are reading at levels lower than their nondisabled peers. Some school districts have incorporated Professional Learning Communities (PLCs) to assist in closing the reading achievement gap between students with disabilities and students without disabilities. There is a gap in the literature regarding which PLC-implemented reading strategies have been deemed useful in helping to close the reading achievement gap between students with disabilities and their nondisabled peers. This basic qualitative research study explored the experiences of middle school teachers who participated in a reading-focused PLC to aid in closing the reading achievement gap of students with disabilities. Twelve general education middle school teachers participated in individual, open-ended, interviews to gain insight on the specific PLC-implemented reading strategies utilized in their classrooms to improve the reading of students with disabilities. Annotating and highlighting, modeling, graphic organizers, questioning, and summarizations were common themes communicated by the teachers as PLC-implemented reading strategies that were most effective in closing the reading achievement gap of middle school students with disabilities.

ISBN: 9780438262324Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Middle school

Middle School Teachers' Experiences with Professional Learning Communities and Reading Strategies: A Qualitative Study.
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520 $a Students with disabilities are reading at levels lower than their nondisabled peers. Some school districts have incorporated Professional Learning Communities (PLCs) to assist in closing the reading achievement gap between students with disabilities and students without disabilities. There is a gap in the literature regarding which PLC-implemented reading strategies have been deemed useful in helping to close the reading achievement gap between students with disabilities and their nondisabled peers. This basic qualitative research study explored the experiences of middle school teachers who participated in a reading-focused PLC to aid in closing the reading achievement gap of students with disabilities. Twelve general education middle school teachers participated in individual, open-ended, interviews to gain insight on the specific PLC-implemented reading strategies utilized in their classrooms to improve the reading of students with disabilities. Annotating and highlighting, modeling, graphic organizers, questioning, and summarizations were common themes communicated by the teachers as PLC-implemented reading strategies that were most effective in closing the reading achievement gap of middle school students with disabilities.
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