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Amendum, Steven J.; Fitzgerald, Jill – Journal of Literacy Research, 2013
We addressed whether the degree of structure of reading content delivery to the children or degree of professional development support for the teachers was related to kindergarten through second-grade students' 2-year reading growth in high-poverty, low-performing schools. There were four categories of data sources: (a) classroom,…
Descriptors: Faculty Development, Kindergarten, Elementary School Students, Grade 2
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Triplett, Cheri F. – Journal of Literacy Research, 2007
In this study, social constructionism provided a theoretical framework for investigating how students' struggles with reading are socially constructed in school literacy contexts, curriculum, and relationships. The study also sought to discover how "struggling reader" is a socially constructed subjectivity or identity that begins in the early…
Descriptors: Reading Teachers, Reading Instruction, Early Intervention, Interviews
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Nichols, William D.; Zellner, Luana J.; Rupley, William H.; Willson, Victor L.; Kim, Yeonhee; Mergen, Sandra; Young, Carl A. – Journal of Literacy Research, 2006
This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a…
Descriptors: Reading Instruction, Kindergarten, Grade 1, Grade 2