Dissertation/Thesis Abstract

Readiness of Middle School Students for High School English: Perceptions of English Teachers in Southwestern Louisiana
by Guillory, Starlette Dionne St. Julien, D.E., University of Louisiana at Lafayette, 2016, 121; 10163304
Abstract (Summary)

The overarching goal of this study was to obtain the perceptions of 5th, 6th, 7th, 8th, and 9th grade English Language Arts teachers of their students’ reading skills, specifically comprehension and fluency, and those students’ readiness for high school English. The study proposed a comprehensive conceptual model of effective strategies reading teachers use and what prepared middle school students have in order to matriculate into high school. This research advanced the discussion of basic skills students need to matriculate into high school ELA and what hinders their matriculation. A mixed methods study with a threefold purpose was conducted. First, the study explored and described the perceptions of teachers of middle school students’ reading skills specifically those skills associated with comprehension and fluency. Second, it explored and discussed if middle school students exhibited sufficient basic skills associated with comprehension and fluency in ELA to matriculate into high school courses and succeed. Third, the study explored and described teachers’ perceptions of essential skills needed to transfer into high school ELA. Student readiness was explored in six focus groups with 25 teacher participants and three district supervisor interviews. Teachers and supervisors provided data on student readiness and skill deficiencies and proficiencies in comprehension and fluency. Data collection methods included teacher survey and district supervisor and teacher interviews. Findings indicated that student readiness for high school ELA is average; students’ basic skills in comprehension and fluency is also average; and students’ are lacking in basic skills needed to succeed in high school ELA courses. Narrative and descriptive statistics detailed students’ preparation, students’ reading skills, and students’ comprehension and fluency.

Indexing (document details)
Advisor: Olivier, Dianne F.
Commitee: Campbell, Kathleen, Dick, Steven, Mayers, Edith
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 78/04(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Middle School education, Literacy, Reading instruction
Keywords: Essential reading strategies, Louisiana, Making connections, Reading comprehension, Reading fluency, Struggling readers, Vocabulary
Publication Number: 10163304
ISBN: 9781369179965
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