The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library 5-2003 Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action Suzanne Kaback Follow this and additional works at: http://digitalcommons.library.umaine.edu/etd Part of the School Psychology Commons, and the Teacher Education and Professional Development Commons Recommended Citation Kaback, Suzanne, "Lessons from Ellen: A Case Study Investigation of Comprehension Strategy Instruction in Action" (2003). Electronic Theses and Dissertations. 491. http://digitalcommons.library.umaine.edu/etd/491 This Open-Access Dissertation is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. LESSONS FROM ELLEN: A CASE STUDY INVESTIGATION OF COMPREHENSION STRATEGY INSTRUCTION IN ACTION BY Suzanne Kaback B.A. Hobart and William Smith Colleges, 1989 Ed. M. Boston University, 1994 A THESIS Submitted in Partial Fulfillment of the * Requirements for the Degree of Doctor of Education (in Literacy Education) The Graduate School The University of Maine May, 2003 Advisory Committee: Jeffrey Wilhelm, Assistant Professor of Literacy Education, Advisor Brenda Power, Professor of Literacy Education Janice ~risto,Professor of Literacy Education Constance Perry, Professor of Education Edward Brazee, Professor of Education LIBRARY RIGHTS STATEMENT In presenting this thesis in partial fulfillment of the requirements for an advanced degree at The University of Maine, I agree that the Library shall make it freely available for inspection. I further agree that permission for "fair use" copying of this thesis for scholarly purposes may be granted by the Librarian. It is understood that any copying or publication of this thesis for financial gain shall not be allowed without my written permission. signature: h~s&d--- Date: \ \4,20°3 LESSONS FROM ELLEN: A CASE STUDY INVESTIGATION OF COMPREHENSION STRATEGY INSTRUCTION IN ACTION By Suzanne Kaback Thesis Advisor: Dr. Jeffrey Wilhelm An Abstract of the Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Education (in Literacy Education) May, 2003 In the past ten years, reading comprehension instruction has received significant attention from educational researchers. Drawing on studies from cognitive psychology, reader response theory, and language arts research, current best practice in reading comprehension instruction is characterized by a strategies approach in which students are taught to think like proficient readers who visualize, infer, activate schema, question, and summarize as they read. Studies investigating the impact of comprehension strategy instruction on student achievement in reading suggest that when implemented consistently the intervention has a positive effect on achievement. Research also shows, however, that few teachers embrace this approach to reading instruction despite its effectiveness, even when the conditions for substantive professional development (i.e. prolonged engagement, support, resources, time) are present. The interpretive case study reported in this dissertation examined the year-long experience of one fourth grade teacher, Ellen, as she leanled about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision making. The research explored how Ellen's academic preparation, beliefs about reading comprehension instruction, and attitudes toward teacher-student interaction influenced her efforts to employ comprehension strategy instruction. Qualitative methods were the basis of this study's research design. The primary methods for collecting data included pre- and post-interviews, field notes from classroom observations and staff development sessions, infonnal interviews, e-mail correspondence, and artifacts such as reading assignments, professional writing, school newsletters, and photographs of the classroom. Transcripts from interviews, as well as field notes, e-mail, and artifacts, were analyzed according to grounded theory's constant-comparative method. The results of the study suggest that three factors were pivotal in Ellen's successful implementation of reading strategy instruction: Pedagogical beliefs, classroom relationships, and professional community. Research on instructional change generally focuses on issues of time, resources, feedback, and follow-through. The research reported here recognizes the importance of these components, but expands contemporary thinking by showing how, in Ellen's case, a teacher's existing theories, her relationship with her students, and her professional interaction with peers impact instructional decisions. DEDICATION To Steve, my husband, my friend. ACKNOWLEDGMENTS During my five year residency in the doctoral program at the University of Maine, many people contributed to my experience. I remember when I left the public school classroom to begin graduate work, I worried that I was leaving behind a community of colleagues which could not be duplicated. Happily, I was wrong. The people named below took an interest in me and my ideas fiom the beginning, an interest that translated into on-going support and mentorship for the duration of my program. Jeff Wilhelm, advisor and patron, was instrumental in my decision to pursue doctoral work. While his professional guidance, and the opportunities he provided for growth in the field of literacy, prepared me well for academic life, his lasting legacy for me will be the ways he helped me become a better teacher. His efforts to induct me into academe, ironically, made me wistful for public school teaching where I wanted a second chance to do it all better. This effect of his guidance is a testament to the fact that at the heart of Jeff s work is an interest in students and their learning. I thank Jeff for showing me that the best professors put their teaching first and make all their reading and writing in service of student learning. Before I met Brenda Power, I liked to describe myself as "a force stronger than nature". Now that I know Brenda, I understand what that phrase really means and I don't even come close. Brenda is a remarkable woman, teacher, and scholar. I feel grateful to her for including me in her circle of learning. My coursework with Brenda helped me to become a sharper writer, a more critical reader, and a careful observer of the educational landscape. Our professional collaborations were a constant lesson in how to make my work substantive, efficient, and interesting. Her suggestions for revising my dissertation are a fine example of her talents. It was Brenda who read chapter one and said, "You need to re-write this and tell me what your study was about." The subsequent revisions brought all of my research into focus, helped define the other chapters, and shaped the way I defended my work in job interviews. I know that my "lessons from Brenda" will be a constant presence throughout my academic career. During my first semester in the doctoral program, I took a course with Connie Perry. Her keen interest in her students was evident from the first day and has established a model for what it means to teach with an ethic of care. Since then, I have been fortunate to work with Connie on a number of projects, and her influence has deepened my understanding of what it means to be a balanced professional. I think it is appropriate to describe Connie as the yin to a lot of yangs at the University. For her wise and compassionate guidance, I will always be grateful. I was also lucky to encounter Jan Kristo during my first semester at the University of Maine. In Jan, I found the kind of professor I aspire to be. She sets high standards for her students, but provides the kind of knowledge and support to reach these goals. Jan's uncommon commitment to the quality of her teaching is rivaled only by her remarkable dedication to her doctoral students. Whether it was tea and cookies at her house, or a pizza dinner during times of crisis, Jan has an acute sense for just what students need. Of course, this radar is most notable in the way she mentors students professionally. With Jan I learned how to prepare for presenting at national conferences, how to write for publication, and how to facilitate a classroom of students so that everyone felt challenged, but valued. I am happy to have such a fine model of teaching to guide my own career. Ed Brazee is another mentor, like Connie and Jan, who taught me that teaching at the college level did not mean giving up meaningful relationships with students. Everyone who works with Ed is struck by the way he understands teachers and lets their professional concerns guide the substance and direction of their learning. My enduring memory of Ed will be his gracious acknowledgment of my research during the final minutes of my dissertation defense. He is a gentleman-scholar. Kelly Chandler deserves special recognition for her extraordinary mentorship. Kelly did more than "believe in me"; she took me seriously from the first time we met. This attitude buoyed my confidence and sense of efficacy, and for that approach, I thank her. My fellow doctoral students, Tanya Baker and Jill Ostrow, have been precious sources of support during my program. Tanya, from the beginning, has challenged me to think in new ways, always astonishing me with her insight, and impressing me with the impact she has on student learning and development. She is a rising star. Jill came onto the scene at an auspicious time and I believe it was not a coincidence. What I admire most about Jill is her fierce allegiance to the highest principles of education. She keeps me honest in the way I research, write, and think. She is also a loyal friend who listened all summer to my cries of dissertation distress, and acted as a surrogate mother to my children when they were missing their biological one.