The purpose of the multi-case qualitative study was to examine the perceptions of Grade 5 teachers after professional development using a guided reading training model. The study district, a suburban district in South Texas, serves over 600 Grade 5 students. Four Grade 5 teachers from four elementary schools in the same school district were selected to participate. The teachers were trained in the methodology of guided reading based on the protocols and research recommendations by Irene Fountas and Gay Su Pinnell. Prior to training in the methodology of guided reading, Grade 5 teachers were not required to teach guided reading. The key findings of the study indicated the belief of the teachers of benefits to using guided reading as an instructional model in Grade 5 classrooms. Although weaknesses were noted, the development of student confidence and growth suggested guided reading should be a methodology of instruction in Grade 5 classrooms.
","abstract_html":"<p>The purpose of the multi-case qualitative study was to examine the perceptions of Grade 5 teachers after professional development using a guided reading training model. The study district, a suburban district in South Texas, serves over 600 Grade 5 students. Four Grade 5 teachers from four elementary schools in the same school district were selected to participate. The teachers were trained in the methodology of guided reading based on the protocols and research recommendations by Irene Fountas and Gay Su Pinnell. Prior to training in the methodology of guided reading, Grade 5 teachers were not required to teach guided reading. The key findings of the study indicated the belief of the teachers of benefits to using guided reading as an instructional model in Grade 5 classrooms. Although weaknesses were noted, the development of student confidence and growth suggested guided reading should be a methodology of instruction in Grade 5 classrooms.</p>","abstract_has_math":false,"creators":["Freeman, Codi"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Patrick Jenlink","Ali Hachem","Brandon Fox"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-18T07:00:00Z","date_published":"2019-05-18T07:00:00Z","updated_at":"2026-07-24T04:30:22Z","subjects":["guided reading","teacher perceptions","small group instruction","models","Curriculum and Instruction","Educational Methods","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/263","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Patrick Jenlink","Ali Hachem","Brandon Fox"]},{"key":"dc:creator","label":"Author","values":["Freeman, Codi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["guided reading","teacher perceptions","small group instruction","models","Curriculum and Instruction","Educational Methods","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/263"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the multi-case qualitative study was to examine the perceptions of Grade 5 teachers after professional development using a guided reading training model. The study district, a suburban district in South Texas, serves over 600 Grade 5 students. Four Grade 5 teachers from four elementary schools in the same school district were selected to participate. The teachers were trained in the methodology of guided reading based on the protocols and research recommendations by Irene Fountas and Gay Su Pinnell. Prior to training in the methodology of guided reading, Grade 5 teachers were not required to teach guided reading. The key findings of the study indicated the belief of the teachers of benefits to using guided reading as an instructional model in Grade 5 classrooms. Although weaknesses were noted, the development of student confidence and growth suggested guided reading should be a methodology of instruction in Grade 5 classrooms.
"]},{"key":"dc:title","label":"Title","values":["A QUALITATIVE STUDY OF TEACHER PERCEPTIONS OF GUIDED READING AS AN INSTRUCTIONAL MODEL FOR FIFTH-GRADE STUDENTS"]}]}],"canonical_facts":{"dc:contributor":["Patrick Jenlink","Ali Hachem","Brandon Fox"],"dc:creator":["Freeman, Codi"],"dc:date.available":["2019-06-07T07:00:00Z"],"dc:description.abstract":["The purpose of the multi-case qualitative study was to examine the perceptions of Grade 5 teachers after professional development using a guided reading training model. The study district, a suburban district in South Texas, serves over 600 Grade 5 students. Four Grade 5 teachers from four elementary schools in the same school district were selected to participate. The teachers were trained in the methodology of guided reading based on the protocols and research recommendations by Irene Fountas and Gay Su Pinnell. Prior to training in the methodology of guided reading, Grade 5 teachers were not required to teach guided reading. The key findings of the study indicated the belief of the teachers of benefits to using guided reading as an instructional model in Grade 5 classrooms. Although weaknesses were noted, the development of student confidence and growth suggested guided reading should be a methodology of instruction in Grade 5 classrooms.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/263"],"dc:subject":["guided reading","teacher perceptions","small group instruction","models","Curriculum and Instruction","Educational Methods","Elementary Education"],"dc:title":["A QUALITATIVE STUDY OF TEACHER PERCEPTIONS OF GUIDED READING AS AN INSTRUCTIONAL MODEL FOR FIFTH-GRADE STUDENTS"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:22Z"}