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Fourth Grade Teacher Perspectives of...

Robbins, Juanita Carter.

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Fourth Grade Teacher Perspectives of Instructional Practices to Support Students with Reading Deficits.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fourth Grade Teacher Perspectives of Instructional Practices to Support Students with Reading Deficits./
Author:	Robbins, Juanita Carter.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	120 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Reading instruction. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30491325
ISBN:	9798379508890

Fourth Grade Teacher Perspectives of Instructional Practices to Support Students with Reading Deficits.
Robbins, Juanita Carter.

Fourth Grade Teacher Perspectives of Instructional Practices to Support Students with Reading Deficits. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 120 p.

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

This item must not be sold to any third party vendors.

The problem that was the focus of this study was that only 30% of fourth grade students in the United States read at or above grade-level proficiency. Lack of reading proficiency affects fourth-grade students' ability to master content presented in subjects across the curriculum and may limit their educational attainment. The purpose of this basic qualitative study was to explore fourth-grade teachers' perspectives of instructional practices to support students with reading deficits, the challenges teachers encounter, and the resources teachers need to meet those challenges. The conceptual framework comprised Tomlinson's model of differentiated instruction. Three research questions explored the instructional practices, challenges, and resources that teachers described as affecting their work with fourth grade students who have reading deficits. Open-ended interviews were conducted with 8 fourth grade, general education teachers from one southwestern state in the United States. Data were analyzed using open and axial coding. Results indicated that some fourth grade students lacked mastery of basic literacy skills, such as the ability to decode unfamiliar words; curriculum was poorly aligned with the instructional needs of students with reading deficits; and teachers lacked training in reading remediation techniques. Recommendations based on these results include increasing teacher autonomy in implementing effective strategies to improve reading skills in struggling students and offering more resources to motivate struggling readers, such as low-level reading materials that match the interests of fourth grade students. The findings of this study may contribute to positive social change by being used to inform reading instruction, improve appropriateness of reading materials, and support teacher professionalism in ways that contribute to students' reading success.{A0}

ISBN: 9798379508890Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Reading deficits

Fourth Grade Teacher Perspectives of Instructional Practices to Support Students with Reading Deficits.
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245 1 0 $a Fourth Grade Teacher Perspectives of Instructional Practices to Support Students with Reading Deficits.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 120 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
500 $a Advisor: Anderson, Patricia.
502 $a Thesis (Ed.D.)--Walden University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a The problem that was the focus of this study was that only 30% of fourth grade students in the United States read at or above grade-level proficiency. Lack of reading proficiency affects fourth-grade students' ability to master content presented in subjects across the curriculum and may limit their educational attainment. The purpose of this basic qualitative study was to explore fourth-grade teachers' perspectives of instructional practices to support students with reading deficits, the challenges teachers encounter, and the resources teachers need to meet those challenges. The conceptual framework comprised Tomlinson's model of differentiated instruction. Three research questions explored the instructional practices, challenges, and resources that teachers described as affecting their work with fourth grade students who have reading deficits. Open-ended interviews were conducted with 8 fourth grade, general education teachers from one southwestern state in the United States. Data were analyzed using open and axial coding. Results indicated that some fourth grade students lacked mastery of basic literacy skills, such as the ability to decode unfamiliar words; curriculum was poorly aligned with the instructional needs of students with reading deficits; and teachers lacked training in reading remediation techniques. Recommendations based on these results include increasing teacher autonomy in implementing effective strategies to improve reading skills in struggling students and offering more resources to motivate struggling readers, such as low-level reading materials that match the interests of fourth grade students. The findings of this study may contribute to positive social change by being used to inform reading instruction, improve appropriateness of reading materials, and support teacher professionalism in ways that contribute to students' reading success.{A0}
590 $a School code: 0543.
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
650 4 $a Elementary education. $3 641385
650 4 $a Instructional design. $3 3172279
653 $a Reading deficits
653 $a Fourth grade teacher
653 $a Phonics
653 $a Instructional practices
653 $a Teacher perspectives
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793 $a English
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