Date of Award

Spring 5-18-2019

Degree Type


Degree Name

Doctor of Education


Secondary Education and Educational Leadership

First Advisor

Patrick Jenlink

Second Advisor

Ali Hachem

Third Advisor

Brandon Fox

Fourth Advisor

Roberta Raymond


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.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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