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ERIC Number: ED534752
Record Type: Non-Journal
Publication Date: 2011
Pages: 199
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1249-8356-1
ISSN: N/A
Reading Teachers' Perceptions of Scripted Reading Programs and Their Impact on the Achievement Gap
Edwards, Nancy Janell
ProQuest LLC, Ed.D. Dissertation, Walden University
Efforts to improve reading achievement have resulted in the increased use of scripted curriculum; however, minority students, specifically African-American students, continue to score in the bottom percentile on standardized assessments. The purpose of this study was to examine reading teachers' perceptions of scripted reading programs in disadvantaged elementary schools. The conceptual framework for this study was based on Vygotsky's social development model of learning that proposes cognitive growth and knowledge is obtained when learners actively participate in the cultural and social context of the learning community. The research questions were focused on practices and strategies that have been successfully used by teachers who implement scripted reading programs in disadvantaged schools. Data for this qualitative case study were collected through teacher interviews, and classroom observations. Collective case study analysis was employed to create a theoretical explanation to portray teachers' perceptions of how scripted reading programs were effectively used to possibly close achievement gaps in disadvantaged schools. In the findings, 4 themes and 12 corresponding subthemes were identified. The results suggest that when teachers become limited in their ability to make creative choices that benefit students, they are unsuccessful in meeting the learning needs of students. Implications for social change include improvements in the effectiveness of scripted instruction and enhanced professional development opportunities which could assist teachers in meeting the needs of all learners and possibly closing gaps in academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A