Download or read book An Investigation of Teachers Perceptions of Factors that Influence the Implementation of the READ 180 Program written by Deonna Foster Wilemme and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, interests in the cyclical nature of reading failure have increased, resulting in programs designed to address the needs of adolescent students. Among many programs for older struggling readers, READ 180 is a program widely used in urban schools that addresses the needs of older struggling students. The purpose of this study was to determine what, if any, teacher and administrator practices used in the READ 180 program best support the literacy learning of older struggling readers in an urban school district that is populated predominantly by African American students.Four research questions guided this study: (1) what are the relationships between selected demographic characteristics of READ 180 teachers and their students' approximate grade-level gain in reading? (2) What is the relationship between selected teachers' reported use of instructional practices and their students' approximate grade-level gain in reading? (3) What is the relationship between teachers' perceptions of READ 180's potential for students' literacy learning and their students' approximate grade-level gain in reading? And (4) What is the relationship between teachers' perceptions of administrative support and their students approximate grade-level gain in reading?The analysis of the data yielded four major findings. There was a statistically significant difference in the age and years of teaching experience in READ 180 of those teachers whose students scored at or above the district norms and those who scored below district norms. There were no statistically significant differences between the two groups of teachers in their reported classroom practices, perceptions of the READ 180 programs' potential for improving students' literacy learning, or perceptions of administrative support. However, from the open-ended responses, two classroom practices were identified as most useful, small-group instruction and computer-assisted instruction, while independent reading and whole-group instruction were identified as least useful. The two strategies that were identified by teachers as most helpful and most needed for administrative staff were access to supplies as most helpful and scheduling and monitoring of students as most needed. The findings of the study led to implications for practicing teachers, administrators, and researchers.

Download or read book Examining the Scholastic READ 180 Program Teachers Perceptions Regarding Local Setting Factors and Role of the Teacher Impacting the Program s Implementation in Seventh Grade at Three Middle Schools written by Luanne Gagliardi and published by . This book was released on 2011 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine three seventh grade R180 teachers' perceptions regarding the local setting factors and role of the teacher impacting the program's implementation across the three middle schools. The conceptual framework guiding this study was derived from the Scholastic R180 Logic-of-Change Model, which depicts an instructional sequence leading to a long-term goal of improved student reading performance and the connections between the activities and the expected outcomes throughout the steps of the program. The model is grounded in the Theory-of-Change concept, which provides the theoretical understanding of changes that must occur when schools are implementing new programs to support student achievement (Weiss, 1995). This descriptive, multiple-site case study examined three R180 teachers' perceptions in regard to how the local setting factors and role of the teacher that impacted the R180 program in the seventh grade. The four data sources were teacher surveys, teacher interviews, classroom observations, and artifacts obtained during the interview process. A case study protocol guided the collection, analysis, and writing of data, findings, conclusions, and recommendations. The study identified two major conclusions. First, the two dominant roles, facilitator and motivator, influenced the successful implementation of the R180 program to help increase students' reading comprehension. Secondly, the study concluded that a positive school or classroom environment, the supportive nature of administration and other staff members, and meaningful professional development appear to sustain the R180 program implementation, while time constraints and technical difficulties can be major obstacles in implementing the program. The study allowed the researcher to gain a clearer perspective of the critical roles that teachers play if they are to successfully facilitate the R180 program and effectively motivate their students in understanding and appreciating reading as a necessary lifelong skill. The study also demonstrated that local setting factors in school communities need to support the efforts of the R180 teacher. However, it is incumbent upon the teachers to affect positive change regardless of the obstacles in their way. A major part of this commitment is the teachers' obligation to improve their instructional practices and student learning and promote an productive classroom environment that cares about how students learn and how well they learn. Future recommendations for practice should include university preparation for aspiring teachers to take at least one reading course designed to address the needs, abilities, and disposition of the older struggling reader; on-going professional development opportunities for R180 teachers to expand their R180 practices through Scholastic sponsored coaching sessions; and appropriate funding to maintain the R180 technology component. Future recommendations for research would include a replication of the present study using a larger sample of R180 teachers; a study examining strategies for motivating low-achieving students; a study examining the R180 students' perceptions of the role of the teacher and local setting factors that impact their learning; and a study replicated at the middle school level with special education R180 classes to examine how the R180 teachers perceive the role of the teacher and local setting factors that support or hinder the R180 program.

Download or read book Impact of the Read 180 Program written by Stephanie D. Corbin and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined Read 180 student Lexile level reading scores and perceptions of teachers at the elementary level regarding student achievement in the content areas. Three research questions guided this mixed methods study and data were collected using a survey with an open-ended question and individual interviews to determine teacher perceptions of the Read 180 program in regard to student achievement in the content area classroom. Lexile level student scores were analyzed to determine if the Read 180 program had an impact on student reading scores and were then compared to teachers' perceptions of student achievement in the content area classroom. Results revealed overall student reading growth through increased Lexile level scores; however, student annual expected growth, according to Scholastic's annual growth chart, was minimal. Teachers' perceptions of overall student performance in the classroom were divided by the results. There was no overwhelming consensus with regards to overall academic improvement in the content area classroom. An area of teacher concern was with reading comprehension in the content area classroom. Teachers were not seeing increased comprehension and expressed that Read 180 students were not on grade level with their achievement.

Download or read book Teachers Perceptions on Implementing Read 180 During the Covid 19 Pandemic for Grade 3 5 Students in a Georgia Public School written by Monika Nicole Whitmire and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The problem addressed by the study was to examine the effectiveness of the implementation of the Read 180 Universal reading intervention program for students who struggle with reading during the COVID-19 pandemic. The purpose of this case study was to describe teachers’ perceptions of the effectiveness of the implementation of the Read 180 program for elementary students in a grades 3-5 Georgia elementary school during the COVID-19 pandemic. A qualitative research paradigm has been used in the research described below. A case study involved semi- structured interviews of 12 general ELA teachers in grades 3, 4, and 5. A thematic analysis ofqualitative data was performed, providing insight into participants’ perceptions centered around the implementation of Read 180 during the COVID-19 pandemic. The study provides insight into teachers' needs for material and professional development when implementing Read 180 in other school districts. The study supports the need for policy and procedure change on the state, district, and school level involving how online programs are implemented during times such as the COVID-19 pandemic.

Download or read book Read 180 Implementation written by Robin L. Felty and published by . This book was released on 2007 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methodological study examined the impact the READ 180 reading program has on increasing the percentage of minority and economically disadvantaged eighth grade students achieving proficiency in reading on the Pennsylvania System of School Assessment (PSSA). The descriptive case study also investigated the program's effect on students' motivation to read. Participants in the study included seven eighth grade teachers who worked exclusively with eighth grade students in an alternative education school located in an urban school district in Pennsylvania. Quantitative and qualitative data collection provided information about READ 180's effect on increasing reading proficiency on the PSSA, and teachers' perceptions about the effectiveness of the program on improving reading proficiency and students' motivation to read. Quantitative reading data from 22 eighth grade students were obtained throughout the 2006-2007 school year from 4Sight Benchmark Reading Test 1, Test 3 and Test 5. Additional quantitative data were collected through administration of the PSSA Reading test. Qualitative data were gathered from seven teachers who completed the Teachers' READ 180 Perceptions Survey, a 20-item Likert scale instrument, and five teachers who participated in subsequent interviews and classroom observations. Findings of the study showed that READ 180 improved the reading proficiency of students on the PSSA. Baseline data from 4Sight Test 1 indicated that three students read at grade level with proficiency. Posttest data from the PSSA showed that 50% of the eighth grade students read with proficiency. Research findings from the survey responses revealed teachers' perceptions that the READ 180 program improved students' reading proficiency in specific ways. A high level of agreement occurred among participants' perceptions that READ 180 improved students' decoding skills, reading fluency, vocabulary, and comprehension. Higher levels of agreement were seen in participants' perceptions that READ 180 increased students' motivation to read.

Download or read book Read 180 written by and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is a comprehensive reading intervention program designed to meet the needs of elementary to middle school students whose reading achievement is below the proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Stage A provides tools for young struggling readers in elementary school to develop critical literacy skills. Stage B provides middle school struggling readers with topics designed for their level of reading that hold their interest. System 44 was designed for the most challenged, older struggling readers, and helps these students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. It uses validated assessment for screening and placement, research-based phonics instruction and highly motivating and age-appropriate adaptive technology.

Download or read book Teachers Perceptions of the Project Read Program written by Jacalyn M. Auris and published by . This book was released on 2006 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study explored teachers' perceptions of the Project Read program. The study focused on teachers' perceptions of effective literary strategies offered in the Project Read program, student engagement during instruction in the program, and students' independent reading ability after instruction in the program. The study site was a special education center located in the mid-Atlantic region of the United States. Participants included 10 special education teachers who were employed at the selected site. Participants completed a 34-item Likert survey and a nine question scripted interview. Participants were also observed teaching a Project Read lesson by a trained observer one time during this study. This study proposes that more staff development in the areas of differentiated instruction and effective use of teacher time may be needed to receive the most instructional benefit from the Project Read programs. Further, the study indicated a need to address pereceived weaknesses of the program by supplementing instruction in the Project Read program with other types of literature activities.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Factors that Influence Children s Reading Progress Among Specific Students at Hambright Elementary School written by Anna M. Rohrer-Ressler and published by . This book was released on 1999 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a New Reading Series written by Gerard A. Egan and published by . This book was released on 2010 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to collect teachers' perceptions on the adoption and implementation of a new reading program as well as to analyze one cohort of students' fourth and sixth grade PSSA reading scores. The data were gathered using an on-line survey, interviews, and student PSSA scores. Seventy-one teachers from six public elementary schools completed an on-line survey. Participants were asked for their level of agreement with topics related to the adoption and implementation of a new reading program. Fifteen participants participated in 30-minute interviews that provided greater understanding of their perceptions. Participants were designated either novice or experienced based on their years of experience. Fourth and sixth grade PSSA scores from one cohort of students were compared to examine the impact of a new reading program. Teachers' perceptions of the program's effectiveness were compared to the students' actual scores. This data provided insights into the success of a program's first two years of implementation. Data were organized into tables and narrative form. Results of this study indicated that the school district effectively communicated the need for a new program because almost all of the participants in this study agreed that the former reading curriculum lacked consistency and recognized a need for action. However, teachers acknowledged that they were not part of the discussions that determined if a new reading program was needed in the first place; rather, they help select which program was going to be used. The preponderance of teachers, both novice and experienced, believed the reading program is developmentally appropriate for average and below average students. The program's ability to meet the unique needs of all students had the highest level of disagreement. The overwhelming majority of the participants believed that the reading program helped students become more proficient readers. The analysis of the PSSA scores indicated very little difference in proficiency categories between this cohort's fourth and sixth grade scores. After two years of instruction with the new reading program, the proficiency categories did not significantly change.

Download or read book A Study of Teachers Perceptions Regarding the Influence of Selected Demographic Factors on Reading Methodologies and Administrative Practices written by Sylvia James and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Reading Comprehension of Self Chosen Books Through Computer Assessment and Feedback written by Keith James Topping and published by Taylor & Francis. This book was released on 2022-07-12 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools around the world use online programs like Accelerated Reader and Reading Counts to improve students’ reading comprehension of real books, but how can such software be used most effectively? In this unique resource, researcher Keith Topping analyzes independent research studies and brings you best practices on quality implementation to enhance effectiveness. He explains the evidence base for the programs in a comprehensible way and addresses many common questions, such as "Does it work?," "How should it be implemented to make it work?," and "Is it cheaper and more efficient in teacher time than what we were doing before?" He also discusses best practices for using the assessment data, for tailoring implementation in elementary vs. high schools, and for working with disadvantaged students. Appropriate for teachers, literacy coaches, curriculum leaders, and other stakeholders, the book will provide you with a strong research foundation and easily accessible information to help you fine-tune your understanding of the reading programs and implement them more successfully in your schools and classrooms.

Download or read book Teachers Perceptions and Students Literacy Motivations written by Anne P. Sweet and published by . This book was released on 1996 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of the Effects of READ 180 on Fourth Grade Reading Achievement and how Selected Teachers Implement the Program written by Anne Judith Hubbard and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of Principals and Teachers Perceptions of the Elementary School Reading Program written by Marie France Doan and published by . This book was released on 1987 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Content Area Teachers Perceptions of the Factors that Promote Or Inhibit Infusion of Content Area Reading Strategies Into Instruction written by Cheryl Kopec Nahmias and published by . This book was released on 2015 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This interpretive case study took place in an urban middle school where content area--math, science, social studies and English language arts--teachers engaged in school-wide initiatives designed to promote students' reading development in their content area classes. Participants were twenty teachers across grade levels six, seven and eight. Teachers participated in an online survey designed to capture key variables related to their experiences, literacy beliefs and literacy practices; focus group interviews designed to investigate their perceptions related to key themes in the literature on content area reading instruction; structured one-on-one interviews to validate researcher interpretations of early data analysis and to collect individual teacher data on key themes generated in focus group interviews; and finally, an anonymous online survey designed to verify key findings. Key findings indicate that teachers in this school held content area reading support as a goal for their students but felt a tension between their responsibility to students' academic literacy learning and their own responsibility to teach content area standards. Students' vocabulary knowledge emerged as a major theme in terms of its perceived impact on student's ability to learn from content area texts and content area vocabulary strategies were the most often used and deemed most efficacious by teachers. Factors that teachers perceived as most helpful in promoting their teaching of content area reading included instructional factors (student motivation, using diverse texts, relevant/engaging reading materials, and teaching reading strategies) and infrastructural factors (school-wide focus on literacy, access to leveled text resources, support from instructional coach/media specialist, collaboration with peers, and help supporting individual students). Teacher-perceived obstacles to providing effective reading instruction included infrastructural factors (lack of sufficient instructional and planning time and pressure to "cover" content) and instructional factors (student ability, differentiating for student needs, and student motivation). Implications for schools and districts as well as possibilities for future research are discussed.