{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1830"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1830","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Descriptive Study on the Use of Balanced Literacy in First Grade Classrooms in Southwest Missouri","abstract":"This descriptive study investigated the use of balanced literacy in first grade classrooms. A survey was designed by the researcher to examine how teachers incorporated the components of balanced literacy in their classrooms. The subjects of the study consisted of first grade teachers from fourteen rural school districts in southwest Missouri. Eighty-eight surveys were sent out with a return rate of 72%. The data were analyzed through frequencies and percentages. The survey results showed: (a) teachers did not incorporate every component of balanced literacy every day; (b) lack of time was the reason given most often for not incorporating a component; and (c) writing was the component utilized least often.","abstract_html":"This descriptive study investigated the use of balanced literacy in first grade classrooms. A survey was designed by the researcher to examine how teachers incorporated the components of balanced literacy in their classrooms. The subjects of the study consisted of first grade teachers from fourteen rural school districts in southwest Missouri. Eighty-eight surveys were sent out with a return rate of 72%. The data were analyzed through frequencies and percentages. The survey results showed: (a) teachers did not incorporate every component of balanced literacy every day; (b) lack of time was the reason given most often for not incorporating a component; and (c) writing was the component utilized least often.","abstract_has_math":false,"creators":["Rose, Lisa"],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["Sarah Nixon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-01T07:00:00Z","date_published":"2002-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:54Z","subjects":["Other Education"],"languages":[],"rights":["© Lisa Rose"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/829","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarah Nixon"]},{"key":"dc:creator","label":"Author","values":["Rose, Lisa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Lisa Rose"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/829"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This descriptive study investigated the use of balanced literacy in first grade classrooms. A survey was designed by the researcher to examine how teachers incorporated the components of balanced literacy in their classrooms. The subjects of the study consisted of first grade teachers from fourteen rural school districts in southwest Missouri. Eighty-eight surveys were sent out with a return rate of 72%. The data were analyzed through frequencies and percentages. The survey results showed: (a) teachers did not incorporate every component of balanced literacy every day; (b) lack of time was the reason given most often for not incorporating a component; and (c) writing was the component utilized least often."]},{"key":"dc:title","label":"Title","values":["A Descriptive Study on the Use of Balanced Literacy in First Grade Classrooms in Southwest Missouri"]}]}],"canonical_facts":{"dc:contributor":["Sarah Nixon"],"dc:creator":["Rose, Lisa"],"dc:description.abstract":["This descriptive study investigated the use of balanced literacy in first grade classrooms. A survey was designed by the researcher to examine how teachers incorporated the components of balanced literacy in their classrooms. The subjects of the study consisted of first grade teachers from fourteen rural school districts in southwest Missouri. Eighty-eight surveys were sent out with a return rate of 72%. The data were analyzed through frequencies and percentages. The survey results showed: (a) teachers did not incorporate every component of balanced literacy every day; (b) lack of time was the reason given most often for not incorporating a component; and (c) writing was the component utilized least often."],"dc:identifier":["https://bearworks.missouristate.edu/theses/829"],"dc:rights":["© Lisa Rose"],"dc:subject":["Other Education"],"dc:title":["A Descriptive Study on the Use of Balanced Literacy in First Grade Classrooms in Southwest Missouri"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:54Z"}