EDUCATION December 2006 May 1986 May 1981 February 1980 August 1977 VITA NEAL BROWN III Educational Leadership, Administration
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VITA NEAL BROWN III EDUCATION December 2006 Educational Leadership, Administration, and Foundations Indiana State University, Terre Haute, IN Ph.D. May 1986 Educational Leadership, Administration, and Foundations Indiana Purdue University, Fort Wayne, IN Administration Certificate May 1981 Department of Health and Physical Education Miami University, Oxford, OH M.A. Ed February 1980 Department of Health and Physical Education Wake Forest University, Winston-Salem, NC B.S. Ed August 1977 Department of Health and Physical Education Chowan College, Murfreesboro, NC A.S.Ed PROFESSIONAL EXPERIENCE 1996-present East Allen County Schools, Principal Paul Harding High School, Fort Wayne, IN 1993-1996 East Allen County Schools, Principal Village Woods Middle School, Fort Wayne, IN 1984-1993 East Allen County Schools, Assistant Principal Paul Harding High School, Fort Wayne, IN 1981-1984 East Allen County Schools, Teacher Health and Physical Education Paul Harding High School, Fort Wayne, IN INVESTIGATION OF INSTRUCTIONAL READING STRATEGIES, PROFESSIONAL DEVELOPMENT AND TRAINING, AND READING ASSESSMENTS USED AT THE SECONDARY LEVEL TO IMPROVE STUDENT READING SKILLS A Dissertation Presented to The School of Graduate Studies Department of Educational Leadership, Administration, and Foundations Indiana State University Terre Haute, Indiana In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy By Neal Brown III December 2006 ©Neal Brown III 2006 ~STATE UNIVERSITY UBRARY Sch.oo1 o£ Grad-u..a-te S-tu..d..i..es I:n..d..i..an..a S-ta-te Un..i.""V"e:rsi-ty Terre :Hau..-te, In..d..i..an..a CERTIFICATE OF APPROVAL DOCTORAL DISSERTATION This is to certify that the Doctoral Dissertation of Neal Brown III entitled Investigation of Instructional Reading Strategies, Professional Development and Training, and Reading Assessments Used at the Secondary Level to Improve Student Reading Skills has been approved by the Examining Committee for the dissertation requirement for the Doctor of Philosophy degree in Educational Administration December 2006 ~ b U. ,Jf{zo/o'< ~~ Kandace Hinton, Ph.D. Date CHAIR, Dissertation Committee Member, Dissertation Committee rD~te Kuhlman, Ph.D. Date Interim Dean, School of Graduate Studies 111 ABSTRACT The purpose of this study was to investigate instructional reading strategies, professional development and training, and reading assessments used to improve student reading skills in secondary high schools. The study focused on urban high schools in Northeast Indiana with diverse populations. Classroom teachers at the secondary level described their experiences in teaching reading. These "lived through" classroom experiences were examined to gain a better understanding of how instructional reading strategies, professional development and training, and reading assessments could be used at the secondary level to improve student reading skills. This study expanded on the works ofBarry (1997), High School Reading Program Revisited; Barry (2002), Reading Strategies Teachers Say They Use; Said, Sisson, Worley, & Zipperer (2002), Literacy Education and Reading Programs in the Secondary Schools: Status, Problems, and Solutions; and Schneider and Spor (1999), Content Reading Strategies: What Teachers Know, Use, and Want to Learn. This research examined the responses and the information pertaining to 13 interview questions through teacher interviews, classroom observations, and a review of the curriculum. These sources presented emerging themes and patterns. The results of this investigation revealed that perhaps the biggest obstacle to improving student reading skills in the focus schools was the attitude of classroom teachers. Presently, secondary teachers do not accept the teaching of reading skills as - IV their responsibility. Once administrators convince secondary classroom teachers to accept their responsibility for teaching reading, administrators have a challenge of providing appropriate professional development and training in instructional reading strategies and reading assessments. The current study focused on an investigation of instructional reading strategies, professional development and training, and reading assessments used at the secondary level to improve student reading skills. Due to the complexity of the reading process, a more in-depth research study needs to be conducted on each of the components of this research study. Evidence of failure, clearly points out that learning to read the English language is not as easy as some may lead one to believe. Therefore, the following recommendations are suggested on topics of instructional reading strategies, professional development and training, and reading assessment used at the secondary level to improve student reading skills: (a) instructional reading strategies used at the secondary level to improve student reading skills, (b) professional development and training used at the secondary level to improve student reading skills, (c) reading assessment used at the secondary level to improve student reading skills, (d) and focus on the principal's role at the secondary level to improve student reading skills. ... v ACKNOWLEDGMENTS The pursuit and completion of a doctoral degree was a very powerful educational experience. Without a doubt, it is the pinnacle of my professional life. The attainment of this doctoral degree was a challenging process; a process in which many individuals played a significant role. I credit Dr. Mark Meyers for the initial encouragement to apply for admissions to the Indiana State University Doctoral program. Dr. Meyers was very persistent in requesting that I enroll into the doctoral program. After two years of conversation and discussion with Dr. Meyers, I applied and was accepted into the doctoral program. I would like to thank the Educational Leadership, Administration, and Foundations Department at Indiana State University for their support and guidance throughout this educational process. Obtaining a doctoral degree will give me an opportunity to have a more profound impact on the field of education. A personal thank you is extended to Dr. Robert Boyd and Dr. Kandace Hinton for their words of wisdom and guidance. Judith Barnes, thank you for all your assistance. Thank you, Dr. Susan Kiger, for your participation on my dissertation committee. My educational experience at Indiana State University was a very positive one. The professional and personal growth I have acquired are invaluable. I would like to express my appreciation to East Allen County Schools for their financial support and for allowing me to participate in the \Vednesday residency program. - Vl I am also indebted to the faculty and administrators at Paul Harding High School for their unconditional support. Thank you to CC Fullove, Thelma Green, and Patty Meadows for your administrative support in covering my responsibilities during my absence. I would like to offer a special thanks to Sondra Mergenthal, Mary Overmeyer, Alicia Russell, Janice Hipskind, Jackie Miller, Molly Baumert, Mary Jones, and many others for their technical assistance in the pursuit of this doctoral degree. Special appreciation goes to my wife, Mamie Brown, and my daughter, Aftin Brown, for their love and patience throughout this process. There have been many significant people in my life who have given me a strong foundation and provided opportunities for me to pursue a doctoral degree. To name a few, Mary Francis Brown (deceased), Coach Miller, Mary Smith (deceased), Margaret Pettaway, Mrs. Hart, and Mrs. Maxine Harrell (Mom Mac) (deceased) were instrumental in their guidance, support, and nurturing during my formative years. Vll TABLE OF CONTENTS Page ABSTRACT ...................................................................................................................... iii ACKNOWLEDGMENTS ................................................................................................... v LIST OF TABLES AND FIGURES .................................................................................. xi Chapter 1. INTRODUCTION ................................................................................................... 1 Role of the Researcher ......................................................................................... 6 Statement ofthe Problem .................................................................................... 8 Purpose ofthe Study ............................................................................................ 9 Research Questions ............................................................................................ I 0 Significance ofthe Study ................................................................................... II Definition of Terms ........................................................................................... 12 Assumptions ofthe Study .................................................................................. l3 Delimitations of the Study ................................................................................. 13 Limitations of the Study .................................................................................... 13 Organization of the Study .................................................................................. 14 2. REVIEW OF THE LITERATURE ....................................................................... 15 Historical Perspective and Overview ................................................................ 16 r Vlll Curriculum and Standards