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The Voice of Teachers : = A Case Study of Reading Interventionists and Special Education Teachers' Perceptions of Teacher Training and Administrative Support During Reading Intervention Implementation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Voice of Teachers :/
Reminder of title:	A Case Study of Reading Interventionists and Special Education Teachers' Perceptions of Teacher Training and Administrative Support During Reading Intervention Implementation.
Author:	Nixon, Antonia Monche.
Description:	1 online resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9798379961398

The Voice of Teachers : = A Case Study of Reading Interventionists and Special Education Teachers' Perceptions of Teacher Training and Administrative Support During Reading Intervention Implementation.
Nixon, Antonia Monche.

The Voice of Teachers :A Case Study of Reading Interventionists and Special Education Teachers' Perceptions of Teacher Training and Administrative Support During Reading Intervention Implementation. - 1 online resource (155 pages)

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

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

Includes bibliographical references

The number of students who experience reading difficulties continues to rise. Reading intervention programs effectively improve reading skills for students with reading disabilities or who struggle with reading. However, most teachers who implement reading intervention programs have not been properly trained to do so. The problem addressed in this study was teachers' lack of preparedness and support to implement reading intervention programs for students in kindergarten through grade three. Although reading intervention programs have proven to be an effective tool for student reading success, there has been little research conducted to explore the perceptions of reading interventionists and special education teachers' experiences, training, and support that they receive to implement these interventions. The purpose of this qualitative case study was to explore elementary educators' perceptions of the training and administrative support they receive as they implement reading intervention programs for struggling readers in kindergarten through grade 3. Using the Consolidated Framework for Implementation Research (CFIR), data were gathered from four reading interventionists and six special education teachers and included semi-structured interviews, direct observations of reading intervention sessions, and fieldnotes. Thematic analysis resulted in five themes and several subthemes: time constraints (program fidelity), types of reading intervention programs (one program does not fit all), professional development (definition of a struggling reader and the use of multisensory activities), perceptions of building level support, and the lack of school district support, which all addressed the study's research questions. Implementation of reading intervention programs using the CFIR as a means of evaluating program implementation is a valuable tool for teachers and administrators. Recommendations for future research include the investigation of administrative support for reading intervention implementation by adding administrators to the target population to obtain additional data. .

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

Mode of access: World Wide Web

ISBN: 9798379961398Subjects--Topical Terms:

1148440
Reading instruction.
Subjects--Index Terms:

StudentsIndex Terms--Genre/Form:

554714
Electronic books.

The Voice of Teachers : = A Case Study of Reading Interventionists and Special Education Teachers' Perceptions of Teacher Training and Administrative Support During Reading Intervention Implementation.
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