{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4439"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4439","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement","abstract":"Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The failure to achieve in literacy is a fact, which continues to carry dire social and economic consequences for the children, as well as for this society. Furthermore, there is a substantial body of research indicating that schools have a narrow window of opportunity to make a difference. Students who fail to make progress in literacy during the first two years of school rarely catch up with their peers and are at-risk of becoming low achievers who are alienated from school and who dropout of education at the earliest opportunity. On the other hand, impressive empirical evidence is now available to support the notion that failure to make progress in literacy is preventable for all except a very small portion of children. This study reviews the relationship between the principal's knowledge of early literacy and student achievement in reading by the third grade. It will also describe the causal factors that may predispose young children to reading difficulties, as well as the instructional programs and teacher strategies that can be implemented to ameliorate the difficulties. Quantitative and qualitative methodologies are used to analyze the data. Narratives, tables and figures are used to further enhance the research.","abstract_html":"Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The failure to achieve in literacy is a fact, which continues to carry dire social and economic consequences for the children, as well as for this society. Furthermore, there is a substantial body of research indicating that schools have a narrow window of opportunity to make a difference. Students who fail to make progress in literacy during the first two years of school rarely catch up with their peers and are at-risk of becoming low achievers who are alienated from school and who dropout of education at the earliest opportunity. On the other hand, impressive empirical evidence is now available to support the notion that failure to make progress in literacy is preventable for all except a very small portion of children. This study reviews the relationship between the principal's knowledge of early literacy and student achievement in reading by the third grade. It will also describe the causal factors that may predispose young children to reading difficulties, as well as the instructional programs and teacher strategies that can be implemented to ameliorate the difficulties. Quantitative and qualitative methodologies are used to analyze the data. Narratives, tables and figures are used to further enhance the research.","abstract_has_math":false,"creators":["Baker, Brenda"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Ausbrooks, Carrie Y.","Laney, James","Dowd, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-12","date_published":"2003-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Reading (Elementary)","Elementary school principals.","early literacy","principal behaviors","reading achievement","teacher strategies"],"languages":["English"],"rights":["Public","Copyright","Baker, Brenda","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 54407266","https://digital.library.unt.edu/ark:/67531/metadc4439/","ark: ark:/67531/metadc4439"],"render_values":[{"text":"oclc: 54407266","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4439/","href":"https://digital.library.unt.edu/ark:/67531/metadc4439/","code":true},{"text":"ark: ark:/67531/metadc4439","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4439","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ausbrooks, Carrie Y.","Laney, James","Dowd, John"]},{"key":"dc:creator","label":"Author","values":["Baker, Brenda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading (Elementary)","Elementary school principals.","early literacy","principal behaviors","reading achievement","teacher strategies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Baker, Brenda","Copyright is held by the author, unless otherwise noted. 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Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The failure to achieve in literacy is a fact, which continues to carry dire social and economic consequences for the children, as well as for this society. Furthermore, there is a substantial body of research indicating that schools have a narrow window of opportunity to make a difference. Students who fail to make progress in literacy during the first two years of school rarely catch up with their peers and are at-risk of becoming low achievers who are alienated from school and who dropout of education at the earliest opportunity. On the other hand, impressive empirical evidence is now available to support the notion that failure to make progress in literacy is preventable for all except a very small portion of children. This study reviews the relationship between the principal's knowledge of early literacy and student achievement in reading by the third grade. It will also describe the causal factors that may predispose young children to reading difficulties, as well as the instructional programs and teacher strategies that can be implemented to ameliorate the difficulties. Quantitative and qualitative methodologies are used to analyze the data. Narratives, tables and figures are used to further enhance the research."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement"]}]}],"canonical_facts":{"dc:contributor":["Ausbrooks, Carrie Y.","Laney, James","Dowd, John"],"dc:creator":["Baker, Brenda"],"dc:date":["2003-12"],"dc:description":["Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The failure to achieve in literacy is a fact, which continues to carry dire social and economic consequences for the children, as well as for this society. Furthermore, there is a substantial body of research indicating that schools have a narrow window of opportunity to make a difference. Students who fail to make progress in literacy during the first two years of school rarely catch up with their peers and are at-risk of becoming low achievers who are alienated from school and who dropout of education at the earliest opportunity. On the other hand, impressive empirical evidence is now available to support the notion that failure to make progress in literacy is preventable for all except a very small portion of children. This study reviews the relationship between the principal's knowledge of early literacy and student achievement in reading by the third grade. It will also describe the causal factors that may predispose young children to reading difficulties, as well as the instructional programs and teacher strategies that can be implemented to ameliorate the difficulties. Quantitative and qualitative methodologies are used to analyze the data. Narratives, tables and figures are used to further enhance the research."],"dc:format":["Text"],"dc:identifier":["oclc: 54407266","doi: 10.12794/metadc4439","https://digital.library.unt.edu/ark:/67531/metadc4439/","ark: ark:/67531/metadc4439"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Baker, Brenda","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Reading (Elementary)","Elementary school principals.","early literacy","principal behaviors","reading achievement","teacher strategies"],"dc:title":["Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}