EFFECTS OF SHORT-TERM, STRUCTURED TEACHER TRAINING IN ACTIVE READING ON LANGUAGE AND READING OUTCOMES OF STUDENTS AT RISK AND NOT AT RISK FOR READING FAILURE, TEACHER IMPLEMENTATION OF ACTIVE READING, AND TEACHER PERCEPTIONS OF READ ALOUD PRACTICES.

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Cleaver, S. (2018). EFFECTS OF SHORT-TERM, STRUCTURED TEACHER TRAINING IN ACTIVE READING ON LANGUAGE AND READING OUTCOMES OF STUDENTS AT RISK AND NOT AT RISK FOR READING FAILURE, TEACHER IMPLEMENTATION OF ACTIVE READING, AND TEACHER PERCEPTIONS OF READ ALOUD PRACTICES. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The current study evaluated the effects of short-term, structured teacher training in Active Reading on student outcomes in listening comprehension, reading comprehension, and vocabulary. Active Reading is an approach to whole group read aloud that incorporates interactive shared reading and rich vocabulary instruction. Participants included students in four first grade classrooms that received Active Reading three to four days per week for seven weeks. There were three treatment groups; the first was provided materials for Active Reading, the second was provided a brief in-service on Active Reading and materials, and the third was provided materials, an in-service, and coaching in Active Reading. The study also examined teachers’ implementation of Active Reading procedures across the three treatment conditions, and provided teacher perceptions of Active Reading through structured interviews. Consistent with prior research, all students gained vocabulary knowledge through the Active Reading lessons. However, there was no difference between groups in student vocabulary learning related to teacher training. Also, students who were at risk for reading failure demonstrated the same level of vocabulary learning as their peers who were not at risk. Teachers achieved the same average level of implementation fidelity, though the teacher in the coaching condition improved implementation fidelity over the course of the seven-week implementation period. Teachers identified more skill-based outcomes for read aloud after the study, and indicated specific skill improvements from the lessons. For students at risk, teachers indicated that increased participation was a primary outcome from Active Reading. Finally, teachers indicated that they enjoyed doing Active Reading, though they would make changes to the format and delivery if they were to continue the practice in their classrooms. The findings of this study have implications for how researchers and school leaders approach the research-to-practice gap related to read aloud, as well as expectations for the vocabulary development of students at risk in whole group read aloud instruction.

Details
Author

Cleaver, Samantha

Title

EFFECTS OF SHORT-TERM, STRUCTURED TEACHER TRAINING IN ACTIVE READING ON LANGUAGE AND READING OUTCOMES OF STUDENTS AT RISK AND NOT AT RISK FOR READING FAILURE, TEACHER IMPLEMENTATION OF ACTIVE READING, AND TEACHER PERCEPTIONS OF READ ALOUD PRACTICES.

Physical Description

1 online resource (330 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The current study evaluated the effects of short-term, structured teacher training in Active Reading on student outcomes in listening comprehension, reading comprehension, and vocabulary. Active Reading is an approach to whole group read aloud that incorporates interactive shared reading and rich vocabulary instruction. Participants included students in four first grade classrooms that received Active Reading three to four days per week for seven weeks. There were three treatment groups; the first was provided materials for Active Reading, the second was provided a brief in-service on Active Reading and materials, and the third was provided materials, an in-service, and coaching in Active Reading. The study also examined teachers’ implementation of Active Reading procedures across the three treatment conditions, and provided teacher perceptions of Active Reading through structured interviews. Consistent with prior research, all students gained vocabulary knowledge through the Active Reading lessons. However, there was no difference between groups in student vocabulary learning related to teacher training. Also, students who were at risk for reading failure demonstrated the same level of vocabulary learning as their peers who were not at risk. Teachers achieved the same average level of implementation fidelity, though the teacher in the coaching condition improved implementation fidelity over the course of the seven-week implementation period. Teachers identified more skill-based outcomes for read aloud after the study, and indicated specific skill improvements from the lessons. For students at risk, teachers indicated that increased participation was a primary outcome from Active Reading. Finally, teachers indicated that they enjoyed doing Active Reading, though they would make changes to the format and delivery if they were to continue the practice in their classrooms. The findings of this study have implications for how researchers and school leaders approach the research-to-practice gap related to read aloud, as well as expectations for the vocabulary development of students at risk in whole group read aloud instruction.

Genre

doctoral dissertations

Subjects--Topics

Special education
Education, Elementary
Reading

Degree

Ph.D.

Keywords

First Grade
Read Aloud
Reading Instruction
Teacher Coaching
Teacher Training
Vocabulary

Subject Area

Special Education

Advisor(s)

Wood, Charles

Committee Members

Beach, Kristen
Gilson, Cindy
Salas, Spencer

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Cleaver_uncc_0694D_11617

Permalink

http://hdl.handle.net/20.500.13093/etd:1283