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Improving reading comprehension instruction

Descriptive

TypeOfResource
Text
TitleInfo (ID = T-1)
Title
Improving reading comprehension instruction
SubTitle
a case study of a professional development initiative
Identifier
ETD_2884
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056360
Language
LanguageTerm (authority = ISO639-2); (type = code)
eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
Education
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Reading comprehension--Study and teaching (Elementary)
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
Elementary school teachers--Education (Continuing education)
Abstract (type = abstract)
Purpose/research question. Reading comprehension has been identified as one of the most pressing issues in literacy education. To date, most of the literature focuses on student learning and not on how to help teachers improve their reading comprehension instruction. This mixed methods case study examined how three 1st grade teachers responded to a professional development intervention aimed at improving reading comprehension practice. The research question guiding the study was: What happens when a professional development initiative engages teachers to scaffold students to use more explanations, predictions, and inferences? This question was examined in two ways. One line of inquiry focused on the teachers and how the professional development impacted their reading comprehension instruction. The second line of inquiry sought to examine the effects of the professional development on a small group of students’ reading comprehension. Methodology. The eight-week professional development intervention took the form of a professional learning group where the teachers and I met over 8 weeks for 30-minutes to explore strategies to encourage student thinking about text. To examine the process and impacts of the professional development intervention, I conducted interviews, observations of teachers during the professional development sessions and in their classrooms, and collected various documents including lesson plans and weekly reflections. To ascertain the impact on students, pre and post-assessments were given to six focal students and all classes were given the Gates-MacGinitie Reading Test. In keeping with a case study design, multiple procedures were used to collect and analyze data. The data were transcribed, coded, and analyzed in order to describe the professional development intervention, each teacher’s response to the intervention, and students’ change in comprehension. Findings/Implications. Each teacher’s practice was found to change over the course of the 8 weeks of the intervention. The observed and reported changes were mediated by experience, knowledge of reading comprehension, and the design of the professional development. The findings of the study suggest that creating teacher professional learning communities around complex topics requires careful consideration of what it means to partner with teachers and how to use time as a resource that affords opportunities for teacher learning.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
xi, 223 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = vita)
Includes vita
Note (type = statement of responsibility)
by Linda Ann Griffin
Name (ID = NAME-1); (type = personal)
NamePart (type = family)
Griffin
NamePart (type = given)
Linda Ann
NamePart (type = date)
1953-
Role
RoleTerm (authority = RULIB)
author
DisplayForm
Linda Griffin
Name (ID = NAME-2); (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon K
Role
RoleTerm (authority = RULIB)
chair
Affiliation
Advisory Committee
DisplayForm
Sharon K Ryan
Name (ID = NAME-3); (type = personal)
NamePart (type = family)
Strickland
NamePart (type = given)
Dorothy S
Role
RoleTerm (authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Dorothy S Strickland
Name (ID = NAME-4); (type = personal)
NamePart (type = family)
O'Donnell
NamePart (type = given)
Angela M
Role
RoleTerm (authority = RULIB)
internal member
Affiliation
Advisory Committee
DisplayForm
Angela M O'Donnell
Name (ID = NAME-5); (type = personal)
NamePart (type = family)
Cheville
NamePart (type = given)
Julie
Role
RoleTerm (authority = RULIB)
outside member
Affiliation
Advisory Committee
DisplayForm
Julie Cheville
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (ID = NAME-2); (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
OriginInfo
DateCreated (qualifier = exact)
2010
DateOther (qualifier = exact); (type = degree)
2010-10
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3RV0NGP
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Griffin
GivenName
Linda
Role
Copyright Holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
DateTime
2010-09-21 23:39:56
AssociatedEntity (ID = AE-1); (AUTHORITY = rulib)
Role
Copyright holder
Name
Linda Griffin
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject (ID = AO-1); (AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

ContentModel
ETD
MimeType (TYPE = file)
application/pdf
MimeType (TYPE = container)
application/x-tar
FileSize (UNIT = bytes)
1024000
Checksum (METHOD = SHA1)
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