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An Investigation of Reading Instruction in Northeast Tennessee. Karen Pierson Reach East Tennessee State University

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An Investigation of Reading Instruction in Northeast Tennessee. Karen Pierson Reach East Tennessee State University East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 12-2011 An Investigation of Reading Instruction in Northeast Tennessee. Karen Pierson Reach East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Curriculum and Instruction Commons, and the Educational Administration and Supervision Commons Recommended Citation Reach, Karen Pierson, "An Investigation of Reading Instruction in Northeast Tennessee." (2011). Electronic Theses and Dissertations. Paper 1377. https://dc.etsu.edu/etd/1377 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. An Investigation of Reading Instruction in Northeast Tennessee A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership by Karen Pierson Reach December 2011 Dr. Eric Glover, Chair Dr. Virginia Foley Dr. Arnold Nyarambi Dr. Pamela Scott Keywords: High Quality Reading Instruction, Reading, Pedagogy, Literacy, Instructional Strategies, Best Practices, Student Achievement ABSTRACT An Investigation of Reading Instruction in Northeast Tennessee by Karen Pierson Reach The purpose of this qualitative study was to examine specific prekindergarten- through 8th-grade reading programs, instructional best practices, academic interventions, and educational activities that are perceived as successful practices in four high achieving schools within the parameters of Northeast Tennessee. This study was accomplished through a protocol of open-ended interviews with 15 participants comprised of 4 school principals, 4 primary reading teachers, 4 intermediate reading teachers, 2 Title I reading specialists, and 1 district language arts coordinator. Additionally, school-specific documentation and basal reading programs were reviewed to triangulate the findings of this investigation. The findings from this study suggested that the educational perceptions among Title I and nonTitle I participants as well as the perceptions among school principals, reading teachers, and reading specialists were parallel. In general the participants’ perceptions held in common were associated with frequent opportunities for classroom reading practice; the incorporation of self- selected literature; the appropriation of differentiated instruction; a blending of reading, writing, and grammar; strategic progress monitoring through formative assessment checkpoints; and the implications of summative assessment data. 2 Major recommendations from this study included the consideration of providing students with frequent and consistent classroom reading time; opportunities for frequent nonfiction reading assignments; the provision of self-selected literature; the appropriation of a blended approach to reading, writing, and grammar; and the implementation of differentiated instruction within the prekindergarten- through 8th-grade reading classroom. 3 DEDICATION “Trust in the Lord with all your heart, and do not lean on your own understanding. In all your ways acknowledge him, and he will make your paths straight” (Proverbs 3:5-6). This study is dedicated ~ First and most significantly this work is dedicated to my Lord and Savior. It is through His strength that my dissertation journey is finally complete. To school administrators, classroom teachers, and support staff members within the First Tennessee District who work diligently, collaboratively, and unselfishly in providing our students with high quality instruction. To my husband David. He is truly my dearest friend and greatest confidant. His unwavering support and encouragement continue to uplift me every day. Without him I neither would have begun nor completed this dissertation journey. To our son Chase. He is truly a blessing in our lives. His intelligence, creative spirit, and passion for life continue to amaze and inspire me. To my mother and greatest teacher Mary Lou Cooper. Her love, encouragement, and lessons in humility serve as a constant in my life. She is truly my greatest role model. To the memory of my father Bobby Pierson. I am thankful to have been a part of his abbreviated life. Through his daily walk he taught me the importance of hard work, resourcefulness, and most importantly – Christian servanthood. To my stepfather Jim Cooper. A true gentleman in every regard. His endless acts of kindness and words of encouragement mean the world to me. To many special friends, family members, and educational colleagues whose kind and encouraging words have positioned me to complete this exciting doctoral journey. I am truly blessed. 4 ACKNOWLEDGMENTS First and most importantly I wish to thank my family for their continued support and encouragement throughout this doctoral journey, for always believing in me, and for reminding me, ―With God’s help, all things are possible.‖ I would like to extend my gratitude to Dr. Eric Glover, my dissertation chair, whose educational wisdom and encouragement have inspired me to think outside ~ and beyond the box. His frequent reminders that ―simple‖ is usually best will be forever remembered. Thank you, Dr. Glover, for being such a tremendous navigator throughout this process. Although I am certain you are greatly missed in New Mexico, we are blessed that you have chosen East Tennessee as your new home. My sincere thanks to Dr. James Lampley who provided me with an initial understanding of the dissertation process through the prospectus phase of this project. His expertise, encouragement, and strategic guidance will be forever appreciated. Additionally I wish to extend my sincere gratitude to each of my committee members: . Dr. Virginia Foley ~ Although we had never crossed paths until my dissertation journey began, it has been a delight to work with you. Thank you for being an important part of my research project. Dr. Arnold Nyarambi ~ Truly a special education specialist. I will forever remember the implementation specifics associated with a Functional Behavior Assessment. Thank you for being an important part of my educational journey at East Tennessee State University. Dr. Pamela Scott ~ Thank you for serving as my doctoral advisor and leading our Johnson City cohort. You are a wonderful role model. I will always remember the day when you called me ―Dr. Reach‖ for the very first time. It was truly inspiring. A special thank you to Principal Rigby Kind for providing me with an opportunity to work collaboratively with the George W. Vance Middle School staff as a curriculum specialist 5 and data analyst. Your kindness, friendship, and lessons in leadership will forever have a special place in my heart. Additionally I wish to thank Principal Tammy Pearce and Dr. Richard Bales for providing me with an opportunity to serve as an administrator at the new Liberty Bell Middle School. Words cannot fully express my gratitude and excitement ~ I am honored to be a part of your team. I also wish to thank my transcriptionists ~ Ms. Penny Jenkins and Ms. Allison Smith. It is because of their technical expertise and timeliness that this qualitative research study is finally complete. And a special thank you to Penny ~ you are indeed a very special friend. A special thank you to my peer debriefers ~ Ms. Jennifer Rouse and Dr. Ramona Williams. Your mentoring and friendship throughout this doctoral journey have served as tremendous blessings in my life. A special thank you to my external auditor ~ Dr. Dixie Bowen. Your mentoring, encouragement, and friendship throughout my educational career and doctoral journey will never be forgotten. Thank you for believing in me. A very special thank you to my very dear friends and educational confidants ~ Ms. Doris Peters and Dr. Rebecca Walters. Thanks to both of you for believing in me and being such a great source of encouragement throughout this process. Finally, I wish to thank my editor, Ms. Debby Bryan. Debby is truly my dissertation angel. I sincerely believe that God sent her to me. Debby ~ you will forever serve as an inspiration in my life. 6 CONTENTS Page ABSTRACT ........................................................................................................................ 2 DEDICATION ....................................................................................................................... 4 ACKNOWLEDGMENTS ..................................................................................................... 5 LIST OF TABLES ................................................................................................................. 13 Chapter 1. INTRODUCTION ........................................................................................................ 14 Statement of the Problem ........................................................................................... 16 Research Questions .................................................................................................... 18 Significance of the Study ........................................................................................... 18 Scope of the Study ....................................................................................................
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