Date of Award
2019
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
First Advisor
Julia Kirk
Second Advisor
Shannon Collins
Third Advisor
Jill Leonard
Abstract
The purpose of this study was to investigate the use of guided reading in the classroom and the perception teachers had related to their own self-efficacy in their implementation of guided reading instruction. Using an interpretative qualitative methodology, this researcher interviewed twelve teachers in Tennessee concerning their implementation of guided reading instruction in their classrooms. This researcher designed and utilized a Guided Reading Fidelity Checklist for the purpose of analyzing the collected data. This researcher identified misalignments regarding the fidelity of the implementation of guided reading instruction. The findings of this study demonstrate a need for teachers to have further understanding and clarification in how to implement guided reading instruction with fidelity.
Keywords
Guided reading, Literacy, Reading, Tennessee, Qualitative research
Recommended Citation
Presley, Kristi, "Teacher Perspectives of Their Implementation of Guided Reading Instruction" (2019). Ed.D. Dissertations. 12.
https://digitalcommons.lmunet.edu/edddissertations/12
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons
