Root Cause Analysis: Investigating Factors Contributing to a High Rate of Students at Risk for Reading Difficulties

Autor/in	Gengler, Kristin
Titel	Root Cause Analysis: Investigating Factors Contributing to a High Rate of Students at Risk for Reading Difficulties
Quelle	(2023), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Massachusetts Lowell
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9487-9
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Young Children; Elementary School Students; Grade 1; Grade 2; Grade 3; Reading Difficulties; Rural Schools; Reading Skills; At Risk Students; Influences; Teachers; Reading Consultants; Principals; Reading Instruction; Educational Practices; Dialogs (Language); Instructional Effectiveness; Educational Philosophy; Remedial Reading; Barriers; Curriculum Implementation; Conflict; Evidence Based Practice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading difficulty; Leseschwierigkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Reading skill; Lesefertigkeit; Influence; Einfluss; Einflussfaktor; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Leseunterricht; Bildungspraxis; Dialog; Dialogs; Dialogue; Dialogues; Unterrichtserfolg; Bildungsphilosophie; Erziehungsphilosophie; Leseförderung; Konflikt
Abstract	Students who develop proficient reading skills are more likely to experience positive outcomes both in and beyond the school setting. If students start developing strong literacy skills at a young age, they are more likely to perform well in school and achieve academic success. Despite ongoing efforts to support students' development of reading skills, there are high rates of students across the nation who read below proficiency standards. Moreover, students are most often referred for intensive and costly special education services due to difficulties with reading skill acquisition. This mixed methods study examined potential factors contributing to high rates of students in kindergarten through third grade who exhibit difficulties with reading skill acquisition in one rural elementary school. The working theory of improvement for this study posited that efforts aimed at enhancing organizational factors related to core instruction, assessment, and remedial reading services would lead to better reading outcomes for students. Data were collected from classroom teachers, reading specialists, and the principal using surveys, interviews, observations, and artifact examination. The findings of this study indicated that the high rate of students with reading difficulties in the early grades was due to hesitancy to share and engage in open conversation regarding reading practices, conflicting philosophies on effective reading instruction, challenges with implementation of an evidence-based core reading curriculum, inconsistent assessment practices, and unstructured remedial support services for students with reading difficulties. Recommendations include professional development in evidence-based approaches to effective reading instruction and assessment, ongoing opportunities for collaboration and consultation, and establishment of a response to intervention framework to support students' development of reading skills. [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