A Phenomenological Study of Effective Reading Strategies for Children of Poverty in Nonmetropolitan: Stable School Settings

Autor/in	Reyenga, Billy Shane
Titel	A Phenomenological Study of Effective Reading Strategies for Children of Poverty in Nonmetropolitan: Stable School Settings
Quelle	(2017), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-6988-5
Schlagwörter	Hochschulschrift; Dissertation; Reading Strategies; Poverty; Kindergarten; Grade 1; Phenomenology; Elementary School Teachers; Preschool Teachers; Interviews; Reading Instruction; Individualized Instruction; Student Motivation; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Reading strategy; Leselernstufe; Lesetechnik; Armut; School year 01; 1. Schuljahr; Schuljahr 01; Phenomenological psychology; Phänomenologie; Psychologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Leseunterricht; Individualisierender Unterricht; Schulische Motivation
Abstract	This phenomenological narrative study explored the effective reading strategies that successful Kindergarten and 1st Grade teachers used for economically disadvantaged students. The researcher used face-to-face interviews to glean data from 10 successful Kindergarten and 1st Grade teachers. The study findings lead to the conclusion that despite the challenges of teaching economically disadvantaged students, teachers are utilizing effective reading strategies and are able to adapt to students on an individual basis. Another suggested conclusion was that successful teachers not only utilize research-based strategies, but they make an effort to properly motivate students of poverty. The study provides implications for practices that teachers could use to increase the engagement of impoverished students in their classrooms, and increase the positive motivation when these students are learning how to read. [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