A Study of the Teacher's Professional Development in Identification of First Grade Students' Phases of Word Learning and Its Effect on Instructional Practice

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Autor/in	Humbert, Mary Beth C.
Titel	A Study of the Teacher's Professional Development in Identification of First Grade Students' Phases of Word Learning and Its Effect on Instructional Practice
Quelle	(2017), (245 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-2968-9
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Grade 1; Teaching Methods; Reading Instruction; Elementary School Teachers; Qualitative Research; Reading Processes; Teacher Attitudes; Academic Achievement; Beginning Reading; Reading Difficulties; Phonemic Awareness; Phonics; Observation; Questionnaires; Word Recognition; Reading Fluency; Sight Method; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Leseprozess; Lehrerverhalten; Schulleistung; Erstleseunterricht; Reading difficulty; Leseschwierigkeit; Beobachtung; Fragebogen; Worterkennung; Look-and-say method; Ganzheitsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Beginning readers and struggling readers need explicit, systematic instruction in phonemic awareness and phonics (Adams, 2008; Ehri,1992, 1998; Ehri, Nunes, Willows, Schuster, & Yaghoub-Zadeh, 2001; Gaskins et al., 1997; Moats, 2004; Morris, 2015; National Reading Panel, 2000; Reutzel, 2015). Ehri and McCormick's (2008) phases of word learning theory and instructional implications provides teachers with the essential framework for systematic instruction in phonemic awareness and phonics. If teachers do not have the knowledge base about the phases of sight word learning and reading processes. they may not provide the essential explicit instruction their students need to become proficient readers. Information about word learning processes can clarify the locus of the reading difficulty and information about phases of word learning development can help teachers to support, scaffold, and guide students through the progressive phases of word learning. The first purpose of this qualitative study was to examine the effects of professional development for first grade teachers in the implications for instruction at the different phases of word learning. The second purpose was to examine the participating teachers' observations and perceptions of the effects of the implementation of the diagnostic targeted instruction on students' performance. This study was designed as a collaborative inquiry between the researcher and the 5 teacher participants to examine the understanding of implementation of word learning strategies and the effects on student performance following 4 professional development sessions specific to each of the five phases of Ehri's and McCormick's (2008) Phases of Word Learning. Follow up E-journal questionnaires were completed by participating teachers after each session. Individual interview sessions were conducted after the second and fourth sessions with each of the 5 participants. The data provided information to review the teachers' knowledge of Ehri's "Phases of Word Learning Theory," any instructional practice changes along with their observations of and perceptions of student word recognition, and reading fluency performance changes. Responses to both data sources were coded based on themes that emerged. The significance of this study was the documentation of the impact of professional development on teachers' developing knowledge of word learning phases; such specific research on that impact had not previously been done. In addition to offering support for providing teachers with information for diagnostic instructional planning, the results of this research study revealed that the five participating first grade teachers gained an understanding of Ehri's and McCormick's (2008) Phases of Word Learning Theory, adjusted their instructional practice because of the professional development sessions in the instructional methods recommended for each of the Phases of Word Learning (Ehri & McCormick, 2008) and shared instructional methods which proved to be effective in their recognition of students' progression from a lower phase of word learning to a higher phase. Future better controlled studies addressing the effects of professional development in Ehri's and McCormick's (2008) phases of word learning theory and instructional implications would be a significant benefit to the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01