A QUALITATIVE STUDY OF TEACHER PERCEPTIONS OF GUIDED READING AS AN INSTRUCTIONAL MODEL FOR FIFTH-GRADE STUDENTS

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary Education and Educational Leadership

Year dc:date.available

2019

Author dc:creator

• Freeman, Codi

Contributors dc:contributor

• Patrick Jenlink
• Ali Hachem
• Brandon Fox

• guided reading
• teacher perceptions
• small group instruction
• models
• Curriculum and Instruction
• Educational Methods
• Elementary Education

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/263

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1281