Embracing Guided Reading in Upper Elementary: Teachers’ Perceptions of the Effects of Guided Reading Instruction on Their Fluency, Self-efficacy, and Comprehension Instruction
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Supervision, Curriculum, and Instruction-Elementary Education
Date of Award
Spring 2022
Abstract
The researcher in the current study utilized a qualitative, single case study methodology to explore upper elementary teachers’ perceptions of the effects of guided reading instruction on their fluency instruction, their efforts toward students’ self-efficacy in reading, and their comprehension instruction. Classroom educators from Grades 3, 4, and 5 completed an online survey, and a subsample of participants completed a semi structured follow-up interview. Participants responded to questions and probes designed to target their beliefs about guided reading instruction at the upper elementary level and how those beliefs affected their fluency, self-efficacy, and comprehension instruction of upper elementary students.
Advisor
Tami Morton
Subject Categories
Curriculum and Instruction | Education | Educational Administration and Supervision | Elementary Education
Recommended Citation
Reeves, Deidre Crowe, "Embracing Guided Reading in Upper Elementary: Teachers’ Perceptions of the Effects of Guided Reading Instruction on Their Fluency, Self-efficacy, and Comprehension Instruction" (2022). Electronic Theses & Dissertations. 749.
https://digitalcommons.tamuc.edu/etd/749
