國立虎尾科技大學 |

Reading Intervention : = Teacher Perceptions and Changes in Student Behavior and Performance.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Reading Intervention :/
其他題名:	Teacher Perceptions and Changes in Student Behavior and Performance.
作者:	Miller, Demetria.
面頁冊數:	1 online resource (131 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9781369505481

Reading Intervention : = Teacher Perceptions and Changes in Student Behavior and Performance.
Miller, Demetria.

Reading Intervention :Teacher Perceptions and Changes in Student Behavior and Performance. - 1 online resource (131 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

Includes bibliographical references

To meet the needs of the students who struggle with reading, there are interventions programs available that teachers can utilize in the classroom. The problem addressed in this qualitative mixed method study was to understand teachers' perceptions of the impact of the Early STAR Reading intervention on students in grades K-2. This study included the Early STAR Literacy reading intervention, secondary data, and teacher interviews. The teacher interviews were held at an offsite location and the teachers were asked a total of four open-ended questions. Upon completion of the teacher interviews, the researcher asked permission to review the secondary data assessments of the students' progress before and after implementing intervention progress done monthly. The findings revealed that teachers did notice their various successes that led to positive growth with their students on using reading strategies, confidence in self-esteem, and test gains. All of the participants agreed that time and planning was a constraint. According to the results of this study, the effectiveness of the Early STAR literacy reading program made a positive impact on students' reading achievement. The biggest challenge the teachers mentioned when they used the Early STAR Reading intervention program was time and planning. Future researchers should include planning, expanding the study group and Title I schools, collaborative planning, observation of planning days, and professional development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369505481Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Reading Intervention : = Teacher Perceptions and Changes in Student Behavior and Performance.
LDR:02648ntm a2200313K 4500 001 914235
005 20180703102250.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369505481
035 $a (MiAaPQ)AAI10253812
035 $a (MiAaPQ)northcentral:11656
035 $a AAI10253812
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Miller, Demetria. $3 1187399
245 1 0 $a Reading Intervention : $b Teacher Perceptions and Changes in Student Behavior and Performance.
264 0 $c 2016
300 $a 1 online resource (131 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Tracey Johnson.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
504 $a Includes bibliographical references
520 $a To meet the needs of the students who struggle with reading, there are interventions programs available that teachers can utilize in the classroom. The problem addressed in this qualitative mixed method study was to understand teachers' perceptions of the impact of the Early STAR Reading intervention on students in grades K-2. This study included the Early STAR Literacy reading intervention, secondary data, and teacher interviews. The teacher interviews were held at an offsite location and the teachers were asked a total of four open-ended questions. Upon completion of the teacher interviews, the researcher asked permission to review the secondary data assessments of the students' progress before and after implementing intervention progress done monthly. The findings revealed that teachers did notice their various successes that led to positive growth with their students on using reading strategies, confidence in self-esteem, and test gains. All of the participants agreed that time and planning was a constraint. According to the results of this study, the effectiveness of the Early STAR literacy reading program made a positive impact on students' reading achievement. The biggest challenge the teachers mentioned when they used the Early STAR Reading intervention program was time and planning. Future researchers should include planning, expanding the study group and Title I schools, collaborative planning, observation of planning days, and professional development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northcentral University. $b School of Education. $3 1179614
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253812 $z click for full text (PQDT)