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Title: READING MOTIVATION IN UPPER ELEMENTARY STUDENTS: HOW CHILDREN EXPLAIN READING FOR PLEASURE.
Creator: Poppe, Rebecca, Boote, David, University of Central Florida
Abstract / Description: This qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative...
Show moreThis qualitative study investigated the phenomenon of the pleasure reading experience in fourth and fifth grade students. The purpose of the study was to create a dialogue with children regarding their leisure reading habits in an effort to inform our understanding of aliteracy, a term that refers to having the ability to read but choosing not to. Fourth grade students were surveyed to uncover their attitudes toward pleasure reading and eleven students were chosen for interviews. Comparative data was obtained from those students who conveyed either extremely negative or extremely positive attitudes toward reading. Students of both genders were selected who had varied ability levels. Parents and fourth-grade teachers were also interviewed in an effort to triangulate data. This study revealed similarities in the way reluctant readers and motivated readers experience pleasure reading physically and intellectually and contrasts in the way these children emotionally, psychologically, and socially experience pleasure reading. Reluctant readers described preferring reality-based and experiential approaches to leisure-time activities while motivated readers described the ability to internalize stories they read for pleasure. Parental modeling did not prove to be a strong influence with this group of children and reluctant readers reported that the Accelerated Reader program provided motivation for them to read in order to meet classroom requirements.
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Date Issued: 2005
Identifier: CFE0000635, ucf:46528
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000635

Title: EXPLORING THE PERCEPTIONS AND MOTIVATIONS OF PRE-SERVICE ELEMENTARY TEACHERS TOWARD AESTHETIC READING IN AN UNDERGRADUATE COURSE IN LITERATURE FOR CHILDREN.
Creator: Williams, Anne, Buchoff, Rita, University of Central Florida
Abstract / Description: Past research shows that feelings toward aesthetic reading, or reading for enjoyment, are down across the nation, even in those pursuing a degree in elementary education (Applegate & Applegate, 2004; National Endowment for the Arts , 2004). As reading rates drop, it becomes even more imperative that our future educators have a passion for reading, and are able to intrinsically motivate their students (McKool & Gespass, 2009; Nathanson, Pruslow & Levitt, 2008). The recommended practices for...
Show morePast research shows that feelings toward aesthetic reading, or reading for enjoyment, are down across the nation, even in those pursuing a degree in elementary education (Applegate & Applegate, 2004; National Endowment for the Arts , 2004). As reading rates drop, it becomes even more imperative that our future educators have a passion for reading, and are able to intrinsically motivate their students (McKool & Gespass, 2009; Nathanson, Pruslow & Levitt, 2008). The recommended practices for breaking the cycle of aliteracy are to deemphasize textbook driven lectures (Krashen, 1993; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), enable text self-selection (Applegate & Applegate, 2004; 2014; Cardarelli, 1992; Krashen 1993; McKool & Gespass, 2009; Nathanson et al., 2008), include reflective journals (Nathanson et al., 2008), encourage open discussion (Applegate & Applegate, 2004; 2014; Krashen, 1993; McKool & Gespass, 2009; Nathanson et al., 2008; Sardo-Brown & Beeghly, 1996), provide opportunities to reflect on students' own personal views of literacy (Gomez, 2005), and incorporate "well-planned instructional experiences to allow students to experience what it feels like to be enthusiastic about reading" (Applegate & Applegate, 2004; Applegate et al., 2014; Gomez, 2005; Krashen, 1993; McKool & Gespass, 2009; Morrison, Jacobs, & Swinyard, 1999; Nathanson et al., 2008; Powell-Brown, 2003; Ruddell, 1995; Sardo-Brown & Beeghly, 1996). The intent of this thesis is to explore if a positive shift in the perceptions and motivations of pre-service elementary education teachers can occur through enrollment in a course on Literature for Children. Literature for Children, LAE 3414, is a required course for those pursuing a degree in elementary education at the University of Central Florida. The course's design follows the recommended practices for teaching a love of literature. This study tracked the perceptions and motivations of pre-service teachers enrolled in two class sections of this course over the fall 2014 semester, in order to see if a positive change in their feelings toward aesthetic reading occurred, and to what extent their enrollment in this course on Children's Literature affected this change. At the beginning of the semester, out of a total of 63 participants for the pre-survey, 68.3% reported that they felt enthusiastic toward reading, while 31.7% reported that they felt unenthusiastic. By the end of the course, out of 54 post-survey participants, 87% of participants reported that they felt enthusiastic toward reading, while 13% reported that they felt unenthusiastic. Both class sections surveyed experienced a positive shift in their perceptions and motivations toward aesthetic reading, as a result of enrollment and participation in this course.
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Date Issued: 2015
Identifier: CFH0004845, ucf:45452
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004845

Title: The Impact of Voluntary Prekindergarten on Kindergarten Reading Readiness in a Large Suburban School District in 2012-2014.
Creator: Hanshaw, Brandon, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Griffin, Walter, University of Central Florida
Abstract / Description: The purpose of this study was to determine whether the effects of participation in the Florida Voluntary Prekindergarten Program are sustained in kindergarten reading readiness for those who participated in the research school district VPK, those who participated in another provider VPK, and compared to those who did not participate in VPK. Select stakeholder perceptions were also gathered and analyzed, to include research school district parents of VPK participants, research school district...
Show moreThe purpose of this study was to determine whether the effects of participation in the Florida Voluntary Prekindergarten Program are sustained in kindergarten reading readiness for those who participated in the research school district VPK, those who participated in another provider VPK, and compared to those who did not participate in VPK. Select stakeholder perceptions were also gathered and analyzed, to include research school district parents of VPK participants, research school district VPK instructors, and research school district administrators. Academic effects were analyzed for VPK participants and non-VPK participants in 2012-2013 within their kindergarten 2013-2014 school year using the FAIR-K portion of the Florida Kindergarten Readiness Screener as well as the Discovery Education Early Skills Assessment for Kindergarten English/Language Arts Performance Measurement Assessment 1. Using a one way analysis of variance (ANOVA) it was determined that participation in VPK produces greater reading readiness in kindergarten. Statistically significant differences were found among the means of research school district VPK participants, another provider VPK participants, and non-VPK participants. On average, VPK participants, regardless of provider, exhibited significantly enhanced reading readiness skills than their non-VPK participant peers within both measurements. Stakeholder perceptions included the successful and challenging elements of leading and teaching VPK within the research school district as well as how parents come to the decision of selecting the research school district as their VPK provider of choice over other available providers.
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Date Issued: 2016
Identifier: CFE0006316, ucf:51567
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006316

Title: The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students.
Creator: Trimble Spalding, Lee-Anne, Hynes, Michael, Kelley, Michelle, Hoffman, Bobby, Clark, Margaret, Williams, Robert, University of Central Florida
Abstract / Description: The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the...
Show moreThe focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers' demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
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Date Issued: 2012
Identifier: CFE0004611, ucf:49933
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004611

Title: DOES SUCCESS FOR ALL IMPACT READING ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES?.
Creator: Smith-Davis, Stacey, Cross, Lee, University of Central Florida
Abstract / Description: This dissertation seeks an answer to the question: "Will students with learning disabilities who were provided reading instruction through the Success For All reading program demonstrate higher reading achievement on selected reading assessments (Florida Comprehensive Assessment Test and the Qualitative Reading Inventory-3) than the students with learning disabilities who were provided reading instruction through other reading programs?" Determining the impact of the Success For All reading...
Show moreThis dissertation seeks an answer to the question: "Will students with learning disabilities who were provided reading instruction through the Success For All reading program demonstrate higher reading achievement on selected reading assessments (Florida Comprehensive Assessment Test and the Qualitative Reading Inventory-3) than the students with learning disabilities who were provided reading instruction through other reading programs?" Determining the impact of the Success For All reading program on reading assessment scores will add to the research about effective reading instruction methods for use with students with learning disabilities. The target population of this study was third grade students with learning disabilities in one central Florida school district. Seventeen total participants were included in the final data analysis. Because of the small number of participants, the researcher is reluctant to make generalizations based on the results of this study. However, the results of a logical analysis of the data indicated that the students with learning disabilities who received reading instruction through the Success For All program did not consistently perform better on the Florida Comprehensive Assessment Test or the Qualitative Reading Inventory-3 reading assessments than the students with learning disabilities who were provided reading instruction through other evidenced-based reading programs.
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Date Issued: 2007
Identifier: CFE0001813, ucf:47367
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001813

Title: Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp.
Creator: Patterson, Darlshawn, Zygouris-Coe, Vassiliki, Wenzel, Taylar, Samuel, Dana, University of Central Florida
Abstract / Description: Reading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor...
Show moreReading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor similarities between the reading attitudes of parents and their children. However, there were more significant similarities between the reading habits of parents and their children.
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Date Issued: 2017
Identifier: CFE0006901, ucf:51721
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006901

Title: An analysis of student achievement outcomes of teachers who have earned the Reading Endorsement offered through Brevard Public Schools compared to those who earned the Reading Endorsement through other means, and those who have not earned a Reading Endorsement.
Creator: Chancellor, Carrie, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Spadaccini, Becky, University of Central Florida
Abstract / Description: This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School...
Show moreThis study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the data in order to answer four research questions. A bivariate correlation, an analysis of variance, an independent samples T-Test, and a factorial analysis of variance were used. The study's findings demonstrated that there was not a correlation between the years of teaching experience and the teachers' VAM scores of the targeted population, yet when categorically grouped teachers with six or greater years of teaching experience had statistically significant greater VAM scores than those with less years of experience. There was not a statistically significant difference among teachers of varying Reading Endorsements.
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Date Issued: 2013
Identifier: CFE0004827, ucf:49756
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004827

Title: EXPLORING THE DIFFERENCES BETWEEN PRE-SERVICE AND IN-SERVICE TEACHERS' ANALYSES OF VARIOUS INFORMAL READING INVENTORY RESULTS IN THE ELEMENTARY GRADES.
Creator: Miller, Tara, Wenzel, Taylar, University of Central Florida
Abstract / Description: Reading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess...
Show moreReading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess fluency and comprehension. Research suggests that fluency and comprehension have a reciprocal relationship; meaning, if you improve one skill, you improve the other skill simultaneously (DeVries, 2011). This study explored how pre-service teachers, college students in an education program, and in-service teachers, veteran teachers, analyzed data from various IRIs. This study also explored how three separate IRIs, the Qualitative Reading Inventory (QRI), the Basic Reading Inventory (BRI), and the Analytical Reading Inventory (ARI), compared to one another. There were four participants in this study: two undergraduate students in an elementary education program reading class and two veteran classroom teachers. This study found that the grade level readability of the passages are inconsistent with the reading level they claim to be. An inconsistency like this is something to note as many teachers only use these resources on which they were trained during their college education. This study also found that the length of the IRI passages had an effect on the student's words correct per minute (WCPM); the longer the passage, the lower the WCPM. This is probably due to the fact that students need more time to process a passage for the sake of comprehension.
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Date Issued: 2015
Identifier: CFH0004888, ucf:45414
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004888

Title: ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCESSES OF SCIENTIFIC INQUIRY: WHAT TEACHERS REPORT.
Creator: Cooper, Susan, Boote, David, University of Central Florida
Abstract / Description: The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem...
Show moreThe purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student inquiry. Most of the teachers were actively looking for reading materials and strategies to facilitate student understanding of science concepts, but they did not want to give up limited class time attempting methods that have not been proven to be successful in science classrooms.
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Date Issued: 2004
Identifier: CFE0000266, ucf:46218
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000266

Title: COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUTHWEST FLORIDA.
Creator: Hylemon, Larry, Holt, Larry, University of Central Florida
Abstract / Description: This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2...
Show moreThis study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.
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Date Issued: 2005
Identifier: CFE0000737, ucf:46570
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000737

Title: A STUDY OF SOUTHWEST FLORIDA HIGH SCHOOL READING TEACHERS AND THE IMPLMENTATIONOF SCIENTIFICALLY BASD READING RESEARCH INSTRUCTION.
Creator: Harper, Virginia, Zygouris-Coe, VIcky, University of Central Florida
Abstract / Description: The literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level administrator's to focus on secondary reading teacher pre and in service training. Effecive secondary reading teachers must be well versed in the foundation sof Scientifically Based Reading Research. Florida...
Show moreThe literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level administrator's to focus on secondary reading teacher pre and in service training. Effecive secondary reading teachers must be well versed in the foundation sof Scientifically Based Reading Research. Florida is among the first states to implement six comptencies of professional development that leads to endorsement in the teaching of reading. Florida teachers of secondary reading are required to earn a reading endorsement. Professional development founded in Scientifically Based Reading Research is a knowledge-driven process. The process requires teachers to be actively engaged in action research that links theory to practice. School districts are to train teachers to implement recommended strategic teaching tools in their classrooms. learning the teaching strategies of reading requires educators to commit time and mental energy to complete a robust professional development track With concern for the success of reading teachers, this qualitative study utilized case studies and the interpretive approach to investigate the question: Will secondary reading teachers implement Scientifically Based Reading Research in the classroom? The research examined the attitudes, reactions, and classroom practices of eight teachers who were assigned to teach secondary reading. data gathering spanned two semesters and an intervening summer in an urban Southwest Florida school district. The results of this dissertation are encouraging but mixed. The researcher discovered that secondary teachers of reading who experienced at least one class of reading professional development were discovering a climate of collaboration, a body of research, and inconstant implementation success. The research also uncovered teacher perspectives of the negative factors of mandated professional development: time pressures, curriculum frustrations, needs for follow-up collaborations and assumptions about administrator neglect.
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Date Issued: 2006
Identifier: CFE0001169, ucf:46847
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001169

Title: AN EXPLORATORY CASE STUDY COMPARING THE TEACHING PRACTICES OF READING ENDORSED VERSUS NON-READING ENDORSED SECONDARY ENGLISH LANGUAGE ARTS TEACHERS.
Creator: Greenwell, Sabrina, Zygouris-Coe, Vicky, University of Central Florida
Abstract / Description: This comparative case study investigated the teaching practices of secondary English language arts teachers who are reading endorsed versus secondary English language arts teachers who are not reading endorsed. Florida Department of Education mandated that all reading teachers, and strongly encouraged all English language arts teachers be reading endorsed to meet the requirements of No Child Left Behind ("Just Read, Florida!" 2008). We now need research to see if this surge of reading...
Show moreThis comparative case study investigated the teaching practices of secondary English language arts teachers who are reading endorsed versus secondary English language arts teachers who are not reading endorsed. Florida Department of Education mandated that all reading teachers, and strongly encouraged all English language arts teachers be reading endorsed to meet the requirements of No Child Left Behind ("Just Read, Florida!" 2008). We now need research to see if this surge of reading endorsed teachers is using their training in the classroom. The purpose of this study was to explore and to compare the teaching practices of two secondary standard English I in a reading block teachers, one reading endorsed and the other not reading endorsed, and two honors English II language arts teachers, one reading endorsed and the other not reading endorsed. Did the classes in reading instruction and scientifically based reading research (SBRR) strategies carry over into teaching practices in the classroom? If yes, how, or in what capacity, and in what areas of student learning? The participants in this study included secondary standard English I in a reading block teachers and honors English II language arts teachers from a local central Florida high school. Their identities are confidential, but their years of teaching experience, their qualifications, and their classes' level are provided. This comparative case study used an observation protocol, interviews with teachers, classroom observations, a questionnaire for teachers, and observational and reflective field notes made while observing and documenting teachers' practices in secondary English classrooms. This study investigated the value of the Florida reading endorsement, its influence on secondary teachers' knowledge of instruction and practices, the role of comprehensive professional development, and the endorsement's influence on student engagement. The significance of these results may provide evidence for policymakers to further mandate reading endorsements for content area teachers or become more lenient on their demands for English language arts teachers to become reading endorsed. The input and opinions of the veteran teachers may help shape and change the current endorsement while examining theory to practice. The study was qualitative in nature; most of the evidence and research came from observations and interviews. The voice of the veteran English teachers, their beliefs, instructional practices, classroom environments, and students' motivation is a reflection of current practices in today's public schools. There is evidence that professional development in scientifically based reading research has an impact on the instructional practices of teachers. The study included the voice of the teachers; what they would like to experience in professional development; what they found useful; what they need; and what they did not value. The participants explained how they transformed theory into practice. The findings of this study concluded that further research and communication is needed between the researchers who design professional development statewide initiatives for secondary content area teachers, the teachers/practitioners who implement the knowledge and strategies, the administration for support, and policy makers who mandate the professional development efforts. The reading endorsed teachers did create enthusiastic classroom environments where student motivation increased, but the teachers voiced obstacles that inhibited their professional development that should be addressed.
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Date Issued: 2009
Identifier: CFE0002902, ucf:48006
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002902

Title: Exploring High Performing Second Grade Students' Reading Achievement and Time Spent on i-Ready with Their Motivation to Read.
Creator: Webb, Chloe, Zygouris-Coe, Vassiliki, Kelley, Michelle, Wenzel, Taylar, University of Central Florida
Abstract / Description: The motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central...
Show moreThe motivation to read plays a key role in any student's reading development and success. In the context of 21st century literacies and learning, students engage in reading with print and digital texts and read in traditional and multimodal settings. This situated thesis explored the topic of second grade students' motivation to read through the lens of reading performance and time spent reading and improving their reading skills using i-Ready. Fourteen second grade students in a Central Florida elementary school classroom received the Motivation to Read Profile- Revised (MRP-R) (2013), an established survey, that is designed to gauge elementary school age students' motivation to read. In addition, the researcher selected the top 25% students who showed progress in reading using i-Ready results from Diagnostic 1 and Diagnostic 2 and conducted one informal conversation interview about their motivation to read. The MRP-R (2013) data was analyzed using elementary statistics in the areas of reader self-concept and value of reading. The informal conversational interview data was analyzed in terms of themes in the area of value of reading(-)i.e., other sources/books students like to read, if they like to read electronic sources or print ones, and what they read when they use the Internet. In summary, this study may guide myself as a teacher, and potentially other teachers, to make connections between what students are motivated to read and selecting text(s) for them to read when on i-Ready. The ultimate value of this study lies in guiding teacher instruction and decisions to maximize student motivation to read. The results from this study showed that the group that spent the most time was more positively motivated to read than the remaining second graders. However, the group that showed the most growth was not more or less motivated to read.
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Date Issued: 2018
Identifier: CFE0007113, ucf:51934
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007113

Title: Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement.
Creator: Zugelder, Gina, Wegmann, Susan, Taylor, Rosemarye, Roberts, Sherron, Clements, Taylar, Puig, Enrique, University of Central Florida
Abstract / Description: The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic...
Show moreThe focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.
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Date Issued: 2012
Identifier: CFE0004286, ucf:49530
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004286

Title: PARAPROFESSIONAL-IMPLEMENTED DIALOGIC READING AND ITS IMPACT ON CHILDREN WITH AUTISM SPECTRUM DISORDERS.
Creator: Irvine, Annalise D, Towson, Jacqueline, University of Central Florida
Abstract / Description: The purpose of this study was to evaluate the effectiveness of paraprofessional-implemented dialogic reading (DR) strategies on the comprehension, interaction, and attending abilities of a child on the autism spectrum. The secondary purpose was to understand whether the DR strategies assisted the paraprofessional in establishing meaningful interactions and positive behavioral changes with her student on the autism spectrum. A single subject across behaviors design was implemented with one...
Show moreThe purpose of this study was to evaluate the effectiveness of paraprofessional-implemented dialogic reading (DR) strategies on the comprehension, interaction, and attending abilities of a child on the autism spectrum. The secondary purpose was to understand whether the DR strategies assisted the paraprofessional in establishing meaningful interactions and positive behavioral changes with her student on the autism spectrum. A single subject across behaviors design was implemented with one paraprofessional and her student with autism. Judged from visual analysis of the graphical representation of the data, it was determined that there was a medium to strong functional relationship (depending on the individual strategy) between the education of the paraprofessional on DR and the utilization of DR during shared book reading. The child participant did not exhibit overt gains through traditional DR in appropriate verbal responding but did experience a shift towards more consistent correct responding as a result of the DR prompts. These results provide preliminary evidence that paraprofessionals can effectively implement DR strategies in shared book reading with children who are not typically developing. Future research for this population should address certain aspects of traditional DR that could be adapted to more appropriately cater to the needs of children on the autism spectrum.
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Date Issued: 2018
Identifier: CFH2000546, ucf:45615
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000546

Title: Enhancing the Reading Strategies of Parents of English Language Learners Through Reading Strategies and Interventions(RSI) Workshops.
Creator: Rivera, Milagros, Martin, Suzanne, Boote, David, Bai, Haiyan, McIntire, Jonathan, University of Central Florida
Abstract / Description: The No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children?s learning in the home. Researchers...
Show moreThe No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children?s learning in the home. Researchers have supported the importance of parental involvement in the academic success of children. The purpose of this study was to determine whether parents' knowledge of reading strategies and interventions increase after participating in a series of workshops specifically designed for the parents of English Language Learners. The professional development activities were delivered in a series of three workshops from March 26 to April 16 of 2011 for three hours each Saturday. Results indicated that parents' knowledge of reading strategies and interventions increased after participating in the workshops.
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Date Issued: 2012
Identifier: CFE0004207, ucf:48995
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004207

Title: PHENOMENOLOGICAL STUDY OF URBAN ELEMENTARY PRINCIPALS: READING-PROFICIENT STUDENTS WITH LEARNING DISABILITIES.
Creator: Theis, Elizabeth, Martin, Suzanne, Little, Mary, Lue, Martha, Vazquez, Maria, University of Central Florida
Abstract / Description: Changes in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated...
Show moreChanges in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated with effective school leadership, related to this specificpopulation, students with SLD. Informal, non evaluative observations were conducted inconjunction with analysis of leadership summaries that were submitted by teachers who werenominated by the participants, to determine theme congruence.These results indicated that the lived experiences of elementary school principals are acomplex blend of characteristics and practices. Seven specific themes were identified in thequalitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability;3) Relationship orientation and commitment to collaboration; 4) Focused responsibility andaccountability; 5) Hiring and supporting teachers while maintaining a culture of highexpectations; 6) Resource allocation; 7) Reflection that informs decision making. This researchprovided preliminary evidence to demonstrate the lived experiences of elementary schoolprincipals, with a particular focus on students with SLD, and can be used to inform and adaptcurrent practices to address anticipated challenges in the future.
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Date Issued: 2015
Identifier: CFE0006013, ucf:50998
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006013

Title: AN INVESTIGATION OF LINGUISTIC, COGNITIVE, AND AFFECTIVE FACTORS THAT IMPACT ENGLISH LANGUAGE LEARNERS' PERFORMANCE ON A STATE STANDARDIZED READING ACHIEVEMENT TEST.
Creator: Strebel Halpern, Carine, Nutta, Joyce, University of Central Florida
Abstract / Description: The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition,...
Show moreThe explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition, do not possess the same level of English language skills as their native-English speaking peers. This mixed-method study investigated linguistic, cognitive, as well as affective factors that impact adolescent ELLs' performance on a standardized state reading achievement test. The quantitative portion examined the relative contributions of second language proficiency and reading comprehension strategies to a prediction model of reading achievement in 110 ninth and tenth grade ELLs. The qualitative portion of the study involved individual interviews and was aimed at deepening the understanding of ELLs' use of strategies during the standardized reading test, while also investigating affective factors that may impact their performance on this measure of academic achievement. Quantitative findings include two statistically significant prediction models of reading achievement with reading comprehension strategies and English language proficiency as predictor variables. However, only language proficiency made a significant unique contribution to the prediction variable. Qualitative findings suggest that the participants had relatively little metacognitive awareness of their comprehension during the standardized test, had overestimated their use of reading strategies as reported on a 30-item strategy survey instrument, had concentrated on sentence-level comprehension due to unknown vocabulary, and may have been hindered by testing anxiety in being able to wholly concentrate on the task. Recommendations made for the instruction of comprehension strategies consist of the raising of metacognitive awareness through the explicit modeling of the thought processes involved in reading comprehension, including determining the meaning of unknown words.
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Date Issued: 2009
Identifier: CFE0002931, ucf:47989
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002931

Title: Deconstructing Differences in Effectiveness of Reading Teachers of Ninth Grade Non-Proficient Readers in One Florida School District.
Creator: Wysong, Jason, Taylor, Rosemarye, Murray, Barbara, Baldwin, Gordon, Doherty, Walter, Zugelder, Bryan, University of Central Florida
Abstract / Description: ABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher...
Show moreABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida's value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes(-)importance of building positive relationships with students, student practice, and student self-reflection(-)and three resource needs(-)increased access to technology, print resources, and professional learning.
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Date Issued: 2013
Identifier: CFE0004963, ucf:49571
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004963

Title: A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION.
Creator: Conway, Joan, Zygouris-Coe, Vicky, University of Central Florida
Abstract / Description: The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of...
Show moreThe purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a survey, which was tested for validity and reliability, used with teachers in a research study, and published by the National Staff Development Council (NSDC) in Evaluating professional development: An approach to verifying program impact on teachers and students (Shaha, Lewis, O'Donnell, & Brown, 2004). Permission to use the survey was granted by Performance Learning Systems, Inc. and the National Staff Development Council (see Acknowledgements). The primary question for this study was: Are teachers' self-reports of their attitudes, perceptions, and instructional practices on the Reading Instruction Survey correlated with the amount of coaching they indicated they had received? Secondary questions pertained to how the results changed for the subgroups. The literature review contained information about resources and research in reading that led to the provision of reading coaches. High-stakes for the improvement of reading instruction from federal, state, and local levels provided a rationale for the study. The results of this study indicated that coaching made a difference for these teachers. The aggregated and disaggregated data revealed small to large, significant correlations to coaching. The items with the greatest number and magnitude of correlations to coaching were isolated skills instruction and intervention plans. The evidence of positive relationships of attitudes, perceptions, and practices to work with a coach is an important finding. The limited correlations of skilled, balanced, and integrated strategies led to questions about the content of the coaching. Further research is needed to determine whether the content of the professional development offered by coaches is comprehensive enough to impact reading proficiency levels of all students.
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Date Issued: 2006
Identifier: CFE0001357, ucf:46970
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001357

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