| Title |
Porter, Janice MED_2024 |
| Alternative Title |
The Science of Reading in the Classroom |
| Creator |
Porter, Janice |
| Collection Name |
Master of Education |
| Description |
The purpose of this study was to examine the implementation of SOR in the classroom and identify areas where teachers need additional support. By understanding how SOR is being implemented into teaching practices, this study provides insight into how to improve reading instruction and outcomes. This study involved 97 K-3 general education teachers and five instructional coaches from a school district in northern Utah. |
| Abstract |
The Science of Reading (SOR) is a comprehensive body of research that outlines effective practices for reading instruction. This body of research is essential in shaping how educators approach teaching reading, focusing on evidence-based practices that will significantly increase reading proficiency. The importance of SOR has become increasingly important following the National Assessment of Educational Progress (NAEP) 2022 report which revealed that only 33% of fourth graders in the United States are proficient or above proficient in reading. This statistic highlights the need for effective reading instruction. The purpose of this study was to examine the implementation of SOR in the classroom and identify areas where teachers need additional support. By understanding how SOR is being implemented into teaching practices, this study provides insight into how to improve reading instruction and outcomes. This study involved 97 K-3 general education teachers and five instructional coaches from a school district in northern Utah. Data were collected using two Qualtrics surveys which were tailored to each group of participants. One survey was designed for general education teachers, focusing on their instructional practices and implementation of SOR in the classroom. The other survey targeted instructional coaches, gathering information on their observations of classroom implementation and their support strategies for the SOR. The study revealed that implementation of SOR is most effective when teachers have access to proper training, support through coaching or mentoring, and a high-quality curriculum or resources. |
| Subject |
Education, Elementary; Education--Standards; Education--Research--Methodology; Effective teaching |
| Digital Publisher |
Stewart Library, Weber State University, Ogden, Utah, United States of America |
| Date |
2024 |
| Medium |
Thesis |
| Type |
Text |
| Access Extent |
1.5 MB; 46 page pdf |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce his or her theses, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s6ya82j4 |
| Setname |
wsu_smt |
| ID |
140261 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s6ya82j4 |
