A Qualitative Study of Early Literacy and Interventions on Third Grade Literacy-Based Promotion

Autor/in	Berdin, Devora Jean
Titel	A Qualitative Study of Early Literacy and Interventions on Third Grade Literacy-Based Promotion
Quelle	(2018), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-6274-4
Schlagwörter	Hochschulschrift; Dissertation; Emergent Literacy; Intervention; Grade 3; Teacher Attitudes; Grade Repetition; Elementary School Teachers; Rural Schools; Student Promotion; Reading Achievement; High Stakes Tests; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühleseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Lehrerverhalten; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Support of studies; Studienförderung; Leseleistung
Abstract	Literacy has become a major component of teaching and learning. Students must be taught early literacy skills in preschool and kindergarten to develop a foundation for literacy in later grades. Many states have adopted a literacy promotion assessment. This assessment requires third-grade students to take and pass a literacy-based promotion assessment. Students who can read on grade level will be able to pass this literacy assessment; however, others will be retained in third grade. In many cases, large numbers of students were unable to pass this literacy assessment. The purpose of this qualitative action research study was to explore perceptions of third grade teachers as it related to early literacy, strategies, and interventions used to help third-grade students prepare to take the state-wide literacy-based promotion assessment. Data were collected using an online survey. Data from the study were analyzed using SurveyMonkey. The participants were chosen from a rural elementary school in northern Mississippi. The participants of this study were third grade teachers. The results of this study reflected what third grade teachers perceived as important factors necessary to increase student achievement on the third-grade literacy promotion test. The results showed several contributing factors that would increase students' performance on the state-wide literacy assessment. The majority of the participants purported that explicit instruction and interventions were strategies to prevent grade retention in third-grade students. Participants communicated the importance of engaging in professional development as means of improving their skills in implementing explicit instruction and interventions. Recommendation for future research would be to utilize a mixed method research strategy with a larger population of urban and rural schools to obtain more data. [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