Effects of Multilevel Support on First-Grade Teachers' Use of Research-Based Strategies During Beginning Reading Instruction

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Schnorr, C. (2013). Effects of Multilevel Support on First-Grade Teachers' Use of Research-Based Strategies During Beginning Reading Instruction. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. Teachers were trained to use research-based strategies, including choral responding, response cards, model-lead-test, and systematic error correction during whole-class beginning reading instruction. Multilevel support was provided for all teachers. Following an initial 3-hr group inservice, follow-up support was provided to teachers who did not demonstrate mastery criterion. Using a multiple baseline across participants design, results indicated a functional relation between implementation of supervisory coaching and an increase in teachers' instructional accuracy for three of nine teachers. In addition, all nine teachers maintained high instructional accuracy. Social validity data indicate teachers found the inservice and follow-up support were helpful and provided information on strategies to increase active engagement of all students. The school's literacy facilitator indicated identification of teachers requiring additional support following an initial training would be an effective and efficient use of instructional support time. Limitations of the study, suggestions for future research, and implications for practice are also discussed.

Details
Author

Schnorr, Crystalyn

Title

Effects of Multilevel Support on First-Grade Teachers' Use of Research-Based Strategies During Beginning Reading Instruction

Physical Description

1 online resource (184 pages) : PDF

Date

2013

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. Teachers were trained to use research-based strategies, including choral responding, response cards, model-lead-test, and systematic error correction during whole-class beginning reading instruction. Multilevel support was provided for all teachers. Following an initial 3-hr group inservice, follow-up support was provided to teachers who did not demonstrate mastery criterion. Using a multiple baseline across participants design, results indicated a functional relation between implementation of supervisory coaching and an increase in teachers' instructional accuracy for three of nine teachers. In addition, all nine teachers maintained high instructional accuracy. Social validity data indicate teachers found the inservice and follow-up support were helpful and provided information on strategies to increase active engagement of all students. The school's literacy facilitator indicated identification of teachers requiring additional support following an initial training would be an effective and efficient use of instructional support time. Limitations of the study, suggestions for future research, and implications for practice are also discussed.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Education
Multilevel Professional Development
Reading
Research-Based Practices
Response to Intervention
Tier 1

Subject Area

Special Education

Advisor(s)

Wood, Charles

Committee Members

Cooke, Nancy
Flynn, Lindsay
Matthews, Michael
Good, Amy

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Schnorr_uncc_0694D_10442

Permalink

http://hdl.handle.net/20.500.13093/etd:703