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General Education Teacher Perceptions of Challenges Teaching Reading Within the Response to Intervention Framework.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	General Education Teacher Perceptions of Challenges Teaching Reading Within the Response to Intervention Framework./
Author:	Buzolich, Jennifer L.
Description:	1 online resource (119 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9798381152029

General Education Teacher Perceptions of Challenges Teaching Reading Within the Response to Intervention Framework.
Buzolich, Jennifer L.

General Education Teacher Perceptions of Challenges Teaching Reading Within the Response to Intervention Framework. - 1 online resource (119 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

Improving student outcomes in reading has been in the national spotlight for decades and a plethora of research exists to support instruction rooted in the science of reading through a multi-tiered approach. Despite this extensive body of research, there continues to be high numbers of youth not reading proficiently across the nation. In one California community, the problem grounding this study was that general education teachers in one elementary school struggled to implement reading within the Response to Intervention (RTI) framework in reading. Using qualitative methods, data were collected about the perceptions of the challenges general education teachers encountered when teaching reading within Tier 1 and 2 of RTI as well as their suggestions for addressing these challenges. The results of data analysis, using open and axial coding with thematic analysis, indicated that teachers needed additional training and support to increase their knowledge of the foundational reading skills and transfer that knowledge to classroom practice. The outcome of this study is a four-day professional development on reading foundational skills rooted in the science of reading, accompanied by literacy coaching. This response will improve teacher knowledge, practice, and efficacy, thus improving student reading outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381152029Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

General Education Teacher Perceptions of Challenges Teaching Reading Within the Response to Intervention Framework.
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502 $a Thesis (Ed.D.)--Walden University, 2024.
504 $a Includes bibliographical references
520 $a Improving student outcomes in reading has been in the national spotlight for decades and a plethora of research exists to support instruction rooted in the science of reading through a multi-tiered approach. Despite this extensive body of research, there continues to be high numbers of youth not reading proficiently across the nation. In one California community, the problem grounding this study was that general education teachers in one elementary school struggled to implement reading within the Response to Intervention (RTI) framework in reading. Using qualitative methods, data were collected about the perceptions of the challenges general education teachers encountered when teaching reading within Tier 1 and 2 of RTI as well as their suggestions for addressing these challenges. The results of data analysis, using open and axial coding with thematic analysis, indicated that teachers needed additional training and support to increase their knowledge of the foundational reading skills and transfer that knowledge to classroom practice. The outcome of this study is a four-day professional development on reading foundational skills rooted in the science of reading, accompanied by literacy coaching. This response will improve teacher knowledge, practice, and efficacy, thus improving student reading outcomes.
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