Article Preview
TopIntroduction
There are few people that would question the fact that reading is one of the most important achievements of a child’s early childhood educational experience. The reading pendulum has shifted back and forth as it relates to reading instruction since the 16th century. Since the 16th century there has been numerous debates as to the “best” way to teach children to read.
Researchers indicates that struggling readers will have difficulty catching up with proficient readers (Drummond, 2005). Struggling readers may be at a disadvantage as they grow older and even into adulthood, which diminishes the hopes of a child who wishes to have a productive life. Hence, the International Reading Association (IRA) and the National Association for the Education of Young Children (1998) both have expressed the need for early grade teachers to be knowledgeable regarding literacy instruction and understand their roles in promoting reading for students. There are few studies that have been conducted at the study sites, from the perspectives of teachers in terms of instructional practices used with readers using a mixed design.
Statement of the Problem
The National Assessment of Educational Progress (NAEP) indicates that many children have difficulty achieving success in reading. Teachers’ perceptions of standards and the support provided for instructional practices influence their willingness and ability to change methods of curriculum and instruction, which, in turn, affect the day-to-day implementation of literacy instruction.
Research Questions
The following research question(s) are designed to assess the various aforementioned issues noted:
- 1.
What are some instructional strategies used by fourth teachers to help struggling readers in the Dougherty County School System?
- 2.
How does the instructional strategies of fourth grade reading teachers in the Dougherty County School System impact the reading achievement of struggling readers?
Population
The population of this study will include teachers who are employed at the local elementary schools. All of the schools, with the exception of one, are Title I schools that serve minorities (African Americans). Over ninety-two percent of the district’s students are minorities. The schools have over 40 teachers, with over half being African Americans.
Teachers were selected based upon teaching of fourth grade reading in the 12 elementary schools. Participants are all teachers at the schools. Teachers are defined as individuals who facilitate the learning process of students. Students are pupils who attend the school and receive direct instruction. Other teachers were excluded because of not having had experience teaching grade four reading.
The research sites are twelve elementary schools in Dougherty County, who house grades K-5 students. The enrollment between the schools is 6, 600 students (2016-2017) The district has over 15, 628 students district wide, with 87 percent being African Americans, 9% Caucasians, 4% other, and 81% being economically disadvantaged ; all three schools are accredited by the Southern Association of Colleges and Schools(SACS) and the Georgia Accrediting Commission(GAC).
Participants
The participants for this study will be teachers of fourth grade reading in 12 local elementary schools in the Dougherty County School System. The researcher chose grade 4 due to the extensive experience teaching this grade level and the overall occurrences of teaching students basic foundational skills that perceivably should have been learned in the foundational grades of K-2. The participants were chosen because of their experience teaching reading to fourth grade students.