{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/27560"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/27560","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers","abstract":"Improving decoding was the focus of this qualitative multiple case study. Four fourth grade participants received intensive, explicit reading intervention from an expert reading teacher for 17 weeks. Data from intervention class observations, documents, and interviews with participants and classroom teacher were analyzed to determine how these striving readers learned to improve their reading, and data from two of the participants are described in detail. Major themes were a) striving readers can make progress with intense intervention, b) reading specialists must use professional judgment to make instructional decisions, c) there are degrees of explicitness needed during instruction, and d) there is a need for continued intervention by an expert reading teacher. Additionally, intrusions that affected intervention were identified.","abstract_html":"Improving decoding was the focus of this qualitative multiple case study. Four fourth grade participants received intensive, explicit reading intervention from an expert reading teacher for 17 weeks. Data from intervention class observations, documents, and interviews with participants and classroom teacher were analyzed to determine how these striving readers learned to improve their reading, and data from two of the participants are described in detail. Major themes were a) striving readers can make progress with intense intervention, b) reading specialists must use professional judgment to make instructional decisions, c) there are degrees of explicitness needed during instruction, and d) there is a need for continued intervention by an expert reading teacher. Additionally, intrusions that affected intervention were identified.","abstract_has_math":false,"creators":["Holmgren, LaVonne Rose"],"institution":"University of Kansas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Bradley, Barbara A"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-31","date_published":"2018-05-31","updated_at":"2026-07-24T02:45:07Z","subjects":["Reading instruction","Case Study","Decoding","Dyslexia","Reading Development","Reading Intervention","Striving Readers"],"languages":["en"],"rights":["Copyright held by the author."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:15956"],"render_values":[{"text":"http://dissertations.umi.com/ku:15956","href":"http://dissertations.umi.com/ku:15956","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1808/27560","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Bradley, Barbara A"]},{"key":"dc:creator","label":"Author","values":["Holmgren, LaVonne Rose"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-01-01T19:29:05Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-01T19:29:05Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-05-31"]},{"key":"dc:publisher","label":"Institution","values":["University of Kansas"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading instruction","Case Study","Decoding","Dyslexia","Reading Development","Reading Intervention","Striving Readers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright held by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:15956"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1808/27560"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Improving decoding was the focus of this qualitative multiple case study. Four fourth grade participants received intensive, explicit reading intervention from an expert reading teacher for 17 weeks. Data from intervention class observations, documents, and interviews with participants and classroom teacher were analyzed to determine how these striving readers learned to improve their reading, and data from two of the participants are described in detail. Major themes were a) striving readers can make progress with intense intervention, b) reading specialists must use professional judgment to make instructional decisions, c) there are degrees of explicitness needed during instruction, and d) there is a need for continued intervention by an expert reading teacher. Additionally, intrusions that affected intervention were identified."]},{"key":"dc:title","label":"Title","values":["Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers"]}]}],"canonical_facts":{"dc:contributor.advisor":["Bradley, Barbara A"],"dc:creator":["Holmgren, LaVonne Rose"],"dc:date.accessioned":["2019-01-01T19:29:05Z"],"dc:date.available":["2019-01-01T19:29:05Z"],"dc:date.issued":["2018-05-31"],"dc:description.abstract":["Improving decoding was the focus of this qualitative multiple case study. Four fourth grade participants received intensive, explicit reading intervention from an expert reading teacher for 17 weeks. Data from intervention class observations, documents, and interviews with participants and classroom teacher were analyzed to determine how these striving readers learned to improve their reading, and data from two of the participants are described in detail. Major themes were a) striving readers can make progress with intense intervention, b) reading specialists must use professional judgment to make instructional decisions, c) there are degrees of explicitness needed during instruction, and d) there is a need for continued intervention by an expert reading teacher. Additionally, intrusions that affected intervention were identified."],"dc:identifier.other":["http://dissertations.umi.com/ku:15956"],"dc:identifier.uri":["http://hdl.handle.net/1808/27560"],"dc:language.iso":["en"],"dc:publisher":["University of Kansas"],"dc:rights":["Copyright held by the author."],"dc:subject":["Reading instruction","Case Study","Decoding","Dyslexia","Reading Development","Reading Intervention","Striving Readers"],"dc:title":["Improving Decoding: A Multiple Case Study of Fourth Grade Striving Readers"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T02:45:07Z"}