Theses and Dissertations

Date of Award

2003

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Roz Doctorow

Committee Member

Barbara Packer

Keywords

Comprehension/Intermediate Reading/Reading Strategies/Professional Development/Teacher Education

Abstract

This applied dissertation was designed to increase the reading comprehension of Grade 5 students through a coordinated professional development plan. As the teachers at the targeted school prepared their plans for reading instruction using trade books, they worked in isolation utilizing reading information they gathered at conferences and workshops. They would rarely share their knowledge and never worked together as a grade level or school to implement a strategy. Not all teachers focused on using best practices or research-based strategies to improve reading and comprehension. Students received very different reading experiences depending on the teacher assigned.

The writer developed a reading course that focused on instructional best practices and research-based strategies that teachers at the targeted school would experience together. Monthly staff meetings were held to discuss reading issues and to clarify techniques and strategies to improve reading comprehension. Half-day workshops were utilized to develop materials and deepen the understanding of the strategies through the use of resources and student work. Throughout the weeks, individual meetings with teachers and modeling in classrooms took place. The intranet system provided a vehicle to post minutes, answer questions, and provide additional reading information and resources.

An analysis of the data from the Gates-MacGinitie, the Reading Strategies Questionnaire, and the informal interviews revealed that Grade 5 students had improved their comprehension skills and strategies. Informal interviews indicated students felt better about their reading ability and also believed they were better readers than when they entered Grade 5. The coordinated professional development plan developed during this implementation will serve as a model.

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