Exploring Teacher Perceptions about the Daily 5 Literacy Framework and How It Can Engage Students during Reading Instruction to Achieve Early Literacy Learning
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| Title: | Exploring Teacher Perceptions about the Daily 5 Literacy Framework and How It Can Engage Students during Reading Instruction to Achieve Early Literacy Learning |
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| Language: | English |
| Authors: | Dorothy Mendiola Deleon Guerrero |
| Source: | ProQuest LLC. 2023Ed.D. Dissertation, Northcentral University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 131 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 |
| Descriptors: | Emergent Literacy, Teacher Attitudes, Learner Engagement, Reading Instruction, Elementary School Students, Kindergarten, Grade 1, Grade 2, Grade 3, Literacy Education, Elementary School Teachers, Reading Achievement |
| ISBN: | 979-83-8010-975-8 |
| Abstract: | Early literacy learning in the primary grades creates the foundation of reading skills that determines the achievement for later literacy learning. The problem addressed was that the reading achievement of fourth-grade students in the United States of America has been decreasing since 2017. Early literacy learning requires effective instructional practices of student engagement during reading instruction to support student success. In this qualitative case study, eight teachers of Grades K-3 participated in semi-structured interviews to ascertain perspectives regarding the Daily 5 literacy framework and student engagement during reading instruction. The aim of the study was to explore teachers' perceptions of the Daily 5 and how it engages students during reading instruction. Using the constructivist learning theory, which explains how an individual actively constructs knowledge by making one's meaning from experiences, semi-structured interview questions were formulated to ascertain the teachers' perceptions about the Daily 5 and student engagement during reading instruction. From inductive data analysis of the semi-structured interviews, teachers stated that the Daily 5 literacy framework created a management system for their reading instruction and provided opportunities for students to be engaged during their stations while teachers provided small groups or one-on-one interventions targeting specific reading skills. In addition, teachers stated that students were engaged in the Daily 5 stations displaying independence, collaboration, and responsibility. Daily 5 should be utilized during reading instruction to promote student engagement and impact early literacy skill attainment and retention. To improve the reading achievements of fourth-grade students and beyond, additional research is needed to determine the effectiveness of Daily 5 through students' perceptions and achievement scores, investigating a larger population of teachers and various subgroups such as students with English Language and students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30573613 |
| Accession Number: | ED637527 |
| Database: | ERIC |
| Abstract: | Early literacy learning in the primary grades creates the foundation of reading skills that determines the achievement for later literacy learning. The problem addressed was that the reading achievement of fourth-grade students in the United States of America has been decreasing since 2017. Early literacy learning requires effective instructional practices of student engagement during reading instruction to support student success. In this qualitative case study, eight teachers of Grades K-3 participated in semi-structured interviews to ascertain perspectives regarding the Daily 5 literacy framework and student engagement during reading instruction. The aim of the study was to explore teachers' perceptions of the Daily 5 and how it engages students during reading instruction. Using the constructivist learning theory, which explains how an individual actively constructs knowledge by making one's meaning from experiences, semi-structured interview questions were formulated to ascertain the teachers' perceptions about the Daily 5 and student engagement during reading instruction. From inductive data analysis of the semi-structured interviews, teachers stated that the Daily 5 literacy framework created a management system for their reading instruction and provided opportunities for students to be engaged during their stations while teachers provided small groups or one-on-one interventions targeting specific reading skills. In addition, teachers stated that students were engaged in the Daily 5 stations displaying independence, collaboration, and responsibility. Daily 5 should be utilized during reading instruction to promote student engagement and impact early literacy skill attainment and retention. To improve the reading achievements of fourth-grade students and beyond, additional research is needed to determine the effectiveness of Daily 5 through students' perceptions and achievement scores, investigating a larger population of teachers and various subgroups such as students with English Language and students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8010-975-8 |
