Elementary Administrators' Exploring the Factors That Promote or Inhibit Reading Achievement
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| Title: | Elementary Administrators' Exploring the Factors That Promote or Inhibit Reading Achievement |
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| Language: | English |
| Authors: | Ashley Johnson-Holder, Linda Wilson-Jones, Brian Phillips, Paris Jones, Jerry D. Jones |
| Source: | Journal of Research Initiatives. 2017 3(1). |
| Availability: | Fayetteville State University, College of Education. 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1634; Web site: https://digitalcommons.uncfsu.edu/jri/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Reading Achievement, Reading Difficulties, Administrator Attitudes, Disadvantaged Schools, Telephone Surveys, Teacher Effectiveness, Family School Relationship, Emergent Literacy, Parent Aspiration, Teacher Expectations of Students, Barriers, Parent Child Relationship |
| Geographic Terms: | North Carolina |
| ISSN: | 2168-9083 |
| Abstract: | The purpose of this study is was explore the factors that public school administrators felt promoted or inhibited the reading achievement of elementary children. The participants for this study were administrators who were employed at eleven Title I schools in North Carolina. The study used a qualitative design and collected data by phone interviews. Several overarching recurring themes and patterns surfaced that administrators perceived promoted reading achievement (a) family support, (b) early literacy exposure, and (c) teacher effectiveness and expectations. The recurring themes that they perceived inhibited reading achievement were (a) lack of early literacy exposure, (b) lack of family support, and (c) lack of teacher and parental expectations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474220 |
| Database: | ERIC |
| Abstract: | The purpose of this study is was explore the factors that public school administrators felt promoted or inhibited the reading achievement of elementary children. The participants for this study were administrators who were employed at eleven Title I schools in North Carolina. The study used a qualitative design and collected data by phone interviews. Several overarching recurring themes and patterns surfaced that administrators perceived promoted reading achievement (a) family support, (b) early literacy exposure, and (c) teacher effectiveness and expectations. The recurring themes that they perceived inhibited reading achievement were (a) lack of early literacy exposure, (b) lack of family support, and (c) lack of teacher and parental expectations. |
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| ISSN: | 2168-9083 |
