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Exploring Teacher Perceptions About the Daily 5 Literacy Framework and How It Can Engage Students During Reading Instruction to Achieve Early Literacy Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Teacher Perceptions About the Daily 5 Literacy Framework and How It Can Engage Students During Reading Instruction to Achieve Early Literacy Learning./
Author:	Deleon Guerrero, Dorothy Mendiola.
Description:	1 online resource (131 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380109758

Exploring Teacher Perceptions About the Daily 5 Literacy Framework and How It Can Engage Students During Reading Instruction to Achieve Early Literacy Learning.
Deleon Guerrero, Dorothy Mendiola.

Exploring Teacher Perceptions About the Daily 5 Literacy Framework and How It Can Engage Students During Reading Instruction to Achieve Early Literacy Learning. - 1 online resource (131 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

Early literacy learning in the primary grades creates the foundation of reading skills that determines the achievement for later literacy learning. The problem addressed was that the reading achievement of fourth-grade students in the United States of America has been decreasing since 2017. Early literacy learning requires effective instructional practices of student engagement during reading instruction to support student success. In this qualitative case study, eight teachers of Grades K-3 participated in semi-structured interviews to ascertain perspectives regarding the Daily 5 literacy framework and student engagement during reading instruction. The aim of the study was to explore teachers' perceptions of the Daily 5 and how it engages students during reading instruction. Using the constructivist learning theory, which explains how an individual actively constructs knowledge by making one's meaning from experiences, semi-structured interview questions were formulated to ascertain the teachers' perceptions about the Daily 5 and student engagement during reading instruction. From inductive data analysis of the semi-structured interviews, teachers stated that the Daily 5 literacy framework created a management system for their reading instruction and provided opportunities for students to be engaged during their stations while teachers provided small groups or one-on-one interventions targeting specific reading skills. In addition, teachers stated that students were engaged in the Daily 5 stations displaying independence, collaboration, and responsibility. Daily 5 should be utilized during reading instruction to promote student engagement and impact early literacy skill attainment and retention. To improve the reading achievements of fourth-grade students and beyond, additional research is needed to determine the effectiveness of Daily 5 through students' perceptions and achievement scores, investigating a larger population of teachers and various subgroups such as students with English Language and students with disabilities.

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

Mode of access: World Wide Web

ISBN: 9798380109758Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Literacy frameworkIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Teacher Perceptions About the Daily 5 Literacy Framework and How It Can Engage Students During Reading Instruction to Achieve Early Literacy Learning.
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