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University of Mississippi
Differentiated Phonics Lessons Effect on Fluency and School Culture
Abstract
dc:description.abstractThis mixed-methods study investigates the effect of differentiated phonics lessons on reading fluency and examines the effect of these lessons on student and teacher perceptions of school culture. The study examines quantitative data on the effectiveness of the skill lessons. The qualitative findings examine the impact of the lessons on the dynamics of school culture as perceived by students and teachers given the opportunity to interact with wider and varying school groups. The understandings gained from the combination of the quantitative and qualitative data interpret the effect of the structure of differentiated across grade-level lessons on school culture.
Degree
thesis:*- Name thesis:degree_name
- Ph.D. in Education
- Level thesis:degree_level
- Dissertation
- Year dc:date.available
- 2011
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Boyd, Margaret Quinlan
- Contributors dc:contributor
-
- Douglas R. Davis
- Angela S. Rutherford
- Ryan Niemeyer
Subjects
dc:subject × 5Identifiers
dc:identifier.*- Repository record dc:identifier
- https://egrove.olemiss.edu/etd/59
- OAI identifier oai:identifier
- oai:egrove.olemiss.edu:etd-1058