Date of Award
Spring 5-18-2019
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Patrick Jenlink
Second Advisor
Ali Hachem
Third Advisor
Brandon Fox
Fourth Advisor
Roberta Raymond
Abstract
The purpose of the multi-case qualitative study was to examine the perceptions of Grade 5 teachers after professional development using a guided reading training model. The study district, a suburban district in South Texas, serves over 600 Grade 5 students. Four Grade 5 teachers from four elementary schools in the same school district were selected to participate. The teachers were trained in the methodology of guided reading based on the protocols and research recommendations by Irene Fountas and Gay Su Pinnell. Prior to training in the methodology of guided reading, Grade 5 teachers were not required to teach guided reading. The key findings of the study indicated the belief of the teachers of benefits to using guided reading as an instructional model in Grade 5 classrooms. Although weaknesses were noted, the development of student confidence and growth suggested guided reading should be a methodology of instruction in Grade 5 classrooms.
Repository Citation
Freeman, Codi, "A QUALITATIVE STUDY OF TEACHER PERCEPTIONS OF GUIDED READING AS AN INSTRUCTIONAL MODEL FOR FIFTH-GRADE STUDENTS" (2019). Electronic Theses and Dissertations. 263.
https://scholarworks.sfasu.edu/etds/263
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