Dissertation/Thesis Abstract

Struggling Adolescent Readers: A Case Study of Teacher Beliefs and Practices Using the How People Learn Framework
by Thomas Hood, Laura Katherine, Ph.D., Mississippi State University, 2020, 241; 28029094
Abstract (Summary)

In this qualitative study, I explored teacher beliefs and practices about struggling adolescent readers. I chose to study 3 middle school 7th- and 8th-grade English teachers based on purposeful and convenience sampling through principal recommendation. My data consisted of interviews, observations, and documents to understand what teachers believe about struggling adolescent readers and what teachers of struggling middle school students do during instruction. I created the interviews and observation protocols and analyzed the data using the How People Learn Framework (Darling-Hammond & Bransford, 2005; National Research Council, 2000). Findings suggest (1) negative extrinsic motivation was used to boost student assessment performance, (2) the lack of foundational reading skills can cause problems through adolescence, (3) discussion strategies were used to assist struggling adolescent readers, (4) teachers had strong opinions about data walls, and (5) positive relationships with and between students were beneficial. These findings suggest implications for teachers and school leaders.

Indexing (document details)
Advisor: Brenner, Devon G., Lemley, Stephanie M.
Commitee: Elder, Anastasia D., Alley, Kathleen M.
School: Mississippi State University
Department: Curriculum and Instruction
School Location: United States -- Mississippi
Source: DAI-A 82/2(E), Dissertation Abstracts International
Subjects: Reading instruction, Middle School education, Curriculum development, Special education
Keywords: Adolescents, Beliefs, How People Learn theory, Practices, Struggling readers
Publication Number: 28029094
ISBN: 9798662594906
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