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Early Literacy Intervention.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Early Literacy Intervention./
Author:	Beck-Southers, Caryn.
Description:	1 online resource (129 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9780438067042

Early Literacy Intervention.
Beck-Southers, Caryn.

Early Literacy Intervention. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2018.

Includes bibliographical references

In the 2015--2016 school year, Mesa Elementary School's student test scores reflected that 58% of students in the third-through-fifth grades were below English Language Arts State Standards, as measured by the California Assessment of Student Performance. In the primary grades, more than 24% of Transitional Kindergarten, kindergarten, first-grade and second-grade students were at risk of reading failure, as measured by the Dynamic Indicators of Basic Early Skills assessments. Using the Clark and Estes (2008) Knowledge, Motivation and Organizational (KMO) KMO (since this is the first mention, I would spell this acronym out) conceptual framework, which examines the knowledge, motivational, and organizational influences that facilitate or hinder meeting performance goals, this study examines factors that impact Mesa Elementary primary grade teachers in delivering research-based foundational literacy instruction.

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

Mode of access: World Wide Web

ISBN: 9780438067042Subjects--Topical Terms:

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

554714
Electronic books.

Early Literacy Intervention.
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020 $a 9780438067042
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035 $a AAI10787610
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Beck-Southers, Caryn. $3 1188156
245 1 0 $a Early Literacy Intervention.
264 0 $c 2018
300 $a 1 online resource (129 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: 79-10(E), Section: A.
500 $a Adviser: Corinne Hyde.
502 $a Thesis (Ed.D.)--University of Southern California, 2018.
504 $a Includes bibliographical references
520 $a In the 2015--2016 school year, Mesa Elementary School's student test scores reflected that 58% of students in the third-through-fifth grades were below English Language Arts State Standards, as measured by the California Assessment of Student Performance. In the primary grades, more than 24% of Transitional Kindergarten, kindergarten, first-grade and second-grade students were at risk of reading failure, as measured by the Dynamic Indicators of Basic Early Skills assessments. Using the Clark and Estes (2008) Knowledge, Motivation and Organizational (KMO) KMO (since this is the first mention, I would spell this acronym out) conceptual framework, which examines the knowledge, motivational, and organizational influences that facilitate or hinder meeting performance goals, this study examines factors that impact Mesa Elementary primary grade teachers in delivering research-based foundational literacy instruction.
520 $a Six primary teachers at Mesa Elementary who are responsible for delivering foundational early reading skills instruction volunteered to inform this study by taking part in interviews and allowing classroom observations. This small, non-probability sample was used to determine how teachers interpret their teaching experience and what meaning they attribute to those experiences (Merriam & Tisdell, 20165). The study partially validates both declarative and procedural knowledge of early research-based foundational reading skills instruction among primary grade teachers at Mesa Elementary. In addition, motivational influences of attribution and self-efficacy were also partially validated. Research also validated organizational barriers, including insufficient dedicated time for planning and collaboration, and a lack of organizational rewards and acknowledgment.
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
650 4 $a Early childhood education. $3 557157
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0518
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Southern California. $b Education. $3 1188157
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10787610 $z click for full text (PQDT)