Date Approved
6-13-2024
Embargo Period
6-13-2024
Document Type
Thesis
Degree Name
Master of Arts (M.A.) in Reading Education
Department
Critical Literacy, Technology, & Multilingual Education
College
College of Education
Advisor
Xiufang Chen, Ph.D.
Committee Member 1
Valarie Lee, Ph.D.
Committee Member 2
Susan Browne, Ph.D.
Keywords
Early Literacy Intervention; Narrative Inquiry; Qualitative Research; Reading Curriculum
Subject(s)
Elementary school teachers; Basal reading instruction
Disciplines
Education | Elementary Education | Language and Literacy Education
Abstract
This thesis examines the perceptions of reading curriculum and early literacy intervention of primary grade teachers. The purpose of this study was to answer the following research questions: How do primary grade teachers view early literacy intervention? How do teachers perceive the basal reading program, Reading Wonders? While there are studies that focus on teacher perceptions, research is limited in the area of teachers’ perceptions of reading curriculum and early literacy intervention. Data was collected using a qualitative approach using a survey, interviews, and a focus group discussion. Findings reveal that teachers feel that they need to be prepared when providing early literacy intervention, while also needing to feel supported by the reading curriculum.
Recommended Citation
Carr, Melody, "PERCEPTIONS OF PRIMARY GRADE TEACHERS ABOUT READING CURRICULUM AND EARLY LITERACY INTERVENTION" (2024). Theses and Dissertations. 3243.
https://rdw.rowan.edu/etd/3243
