An Explanatory Sequential Mixed Methods Study Investigating the Impact and Perceptions of a Structured Literacy Intervention

Autor/in	Conner, Lindsey Renee
Titel	An Explanatory Sequential Mixed Methods Study Investigating the Impact and Perceptions of a Structured Literacy Intervention
Quelle	(2023), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Evangel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1478-8
Schlagwörter	Hochschulschrift; Dissertation; Reading Instruction; Literacy Education; Teaching Methods; Instructional Effectiveness; Elementary School Students; Constructivism (Learning); Scaffolding (Teaching Technique); Self Efficacy; Barriers; Program Implementation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit
Abstract	A significant discrepancy exists between current research and teaching practices in reading instruction (Moats, 2020; Seidenberg, 2017). The purpose of this mixed methods study was to investigate teacher perceptions of barriers and successes when implementing structured literacy practices. This study is significant because the data will support educators' efforts to understand and address the current research-to-practice gap. Additionally, it adds to the current literature regarding effective reading practices in the elementary classroom. The theoretical and conceptual frameworks of this study include Constructuvism, Scaffolding, the Gradual Release Model, and Self-Efficacy Theory. The explanatory sequential design of this study used qualitative data to provide clarification of the initial quantitative findings. Quantitative data indicated that the structured literacy classroom intervention led to increased student performance on a phonics screener. Qualitative data were organized to classify effective teaching strategies as well as teaching barriers in regards to the implementation of structured literacy practices. The findings and conclusions of this research study yield several implications for closing the research-to-practice gap in reading education. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01