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ERIC Number: ED546207
Record Type: Non-Journal
Publication Date: 2012
Pages: 162
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-0623-5
Teachers' Perceptions of Georgia's Early Reading Intervention Program: A Qualitative Study
Hobby, Patti Tennant
ProQuest LLC, Ph.D. Dissertation, Mercer University
This qualitative study used an ethnographic method to investigate teachers' perceptions of reading interventions delivered in a state-funded early intervention program (EIP). Academically at-risk students struggle to meet grade-level standards year after year, even with interventions involving small group, targeted assistance. Teacher perceptions of EIP are an important aspect in discovering the most effective ways to deliver reading interventions. The setting for this study was a rural elementary school serving a population of 661 students. Participants included one first grade teacher and one third grade teacher. EIP students were served using self-contained, augmented, and pull-out models. Each participant was formally interviewed twice. Reading instruction observations, field notes, and the researcher's reflective journal added to the data collected during the study. Interviews and observations were audio recorded. Interviews, observations, field notes, and a reflective journal were analyzed for major themes. This ethnographic study was informed by constructivist learning theory, literature on early reading interventions, education policy, and adult learning research in the context of both the school and classroom culture. Results indicated that teachers perceived ElP reading interventions to have positive effects on student achievement, rate of retention, and special education placement when implemented with high fidelity. Major themes emerged that indicated teachers perceived EIP interventions to be effective when they were consistent, the method of delivery was appropriate, and collaboration was ongoing between classroom teachers and EIP teachers. A lack of these elements in the culture of the school study site resulted in teachers' negative perceptions of the services provided by the EIP teachers. As the study progressed, changes in the delivery method and increased collaboration led teachers to perceive the EIP reading interventions in a more positive light. However, problems continued with inconsistency of delivery, which prevented teachers from perceiving the EIP interventions as highly effective. Future research exploring perceptions of EP teachers, administrators, students, and parents regarding reading interventions will add to the body of work related to early childhood literacy and lead to improvements in the delivery and effectiveness of reading interventions delivered to students at risk of reading failure. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia