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Increasing Reading Comprehension : = Continuing Educator Training to Better Teach the Science of Reading for English Language Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Increasing Reading Comprehension :/
Reminder of title:	Continuing Educator Training to Better Teach the Science of Reading for English Language Learners.
Author:	Halterman, Dustin Aaron.
Description:	1 online resource (146 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379594732

Increasing Reading Comprehension : = Continuing Educator Training to Better Teach the Science of Reading for English Language Learners.
Halterman, Dustin Aaron.

Increasing Reading Comprehension :Continuing Educator Training to Better Teach the Science of Reading for English Language Learners. - 1 online resource (146 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2023.

Includes bibliographical references

The national reading level has long been a topic of contention within the United States. With a decline of standardized reading comprehension scores throughout the country, this study aims to understand how Professional Learning Communities (PLCs) impact, if at all, the reading performance of one of our most vulnerable populations: English Language Learners (ELs). This mixed method study took part over a 10-week timeframe and utilized classroom observations, participant interviews, and initiated PLCs within a mid-sized school district with 7 participants. The participants in this study all work solely, or primarily, with fifth grade students. The results of this study suggest that PLCs initiate the conversation about high-level reading instruction for ELs; however, recommendations are needed for full implementation of these strategies that include follow through from the theory of specific reading strategies to actual implementation within the classroom. Additionally, this study found that discussing the proper implementation of coteaching enhanced the classroom environment for all students. The implications of this study are: 1) Educators must be held accountable for implementing research-based, district-approved reading strategies; 2) There needs to be a common goal discussed with all stakeholders prior to PLC work beginning; 3) All educators must buy in to the work of the PLC and commit to making uniformed changes within the district.

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

Mode of access: World Wide Web

ISBN: 9798379594732Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

English language learnersIndex Terms--Genre/Form:

554714
Electronic books.

Increasing Reading Comprehension : = Continuing Educator Training to Better Teach the Science of Reading for English Language Learners.
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520 $a The national reading level has long been a topic of contention within the United States. With a decline of standardized reading comprehension scores throughout the country, this study aims to understand how Professional Learning Communities (PLCs) impact, if at all, the reading performance of one of our most vulnerable populations: English Language Learners (ELs). This mixed method study took part over a 10-week timeframe and utilized classroom observations, participant interviews, and initiated PLCs within a mid-sized school district with 7 participants. The participants in this study all work solely, or primarily, with fifth grade students. The results of this study suggest that PLCs initiate the conversation about high-level reading instruction for ELs; however, recommendations are needed for full implementation of these strategies that include follow through from the theory of specific reading strategies to actual implementation within the classroom. Additionally, this study found that discussing the proper implementation of coteaching enhanced the classroom environment for all students. The implications of this study are: 1) Educators must be held accountable for implementing research-based, district-approved reading strategies; 2) There needs to be a common goal discussed with all stakeholders prior to PLC work beginning; 3) All educators must buy in to the work of the PLC and commit to making uniformed changes within the district.
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