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ERIC Number: ED568343
Record Type: Non-Journal
Publication Date: 2014
Pages: 186
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-4340-2
ISSN: N/A
Teacher Perceptions of Effective Teaching Methods for Kindergarten and First Grade Literacy Development
Hubbard, Loubertha
ProQuest LLC, Ed.D. Dissertation, Walden University
Schools and districts are required to have all students become proficient readers by the end of 3rd grade in order to comply with the mandate of the No Child Left Behind Act. Therefore, schools need to ensure students make progress in literacy in kindergarten and 1st grade even though many students enter with little or no literacy background. The purpose of this case study was to explore kindergarten and 1st grade teachers' perspectives of the most effective methods and support to teach reading at an urban elementary school in northern Texas. The conceptual framework for this study was based upon the effective reading components identified by the National Reading Panel (NRP). Research questions that guided the study included teachers' perceptions of NRP guidelines, alignment of the guidelines with state curriculum, and their perceptions of parent involvement as an element in support of literacy for students who enter school with inadequate literacy backgrounds. Data were collected and triangulated using 4 teacher interviews and a review of literacy lesson plans. Interviews were color coded descriptively and analyzed inductively for themes. Findings included the importance of teaching 5 NRP reading components daily, using curriculum and materials that teach students within their zone of proximal development, the need for ongoing professional development for teaching literacy, and the need to include parents in literacy instruction. Positive social change for enhancing student literacy learning might occur when the school includes expanding teacher knowledge of the NRP guidelines in staff development initiatives, increases school efforts to build parent understanding of literacy expectations, and develop programs to guide parents through the literacy process with their children. [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: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas