Reading teachers' and administrators' perceptions of the factors that promote or inhibit student reading achievement in selected North Carolina elementary schools
The purpose of this study was to explore reading teachers' and administrators' perceptions of the factors that promoted or inhibited student reading achievement at selected North Carolina elementary schools. The participants for this study were reading teachers and administrators who were employed at fourteen Title I schools in North Carolina. The study used a qualitative design. The study collected data by phone interviews with elementary reading teachers and administrators from selected Title I schools on their perceptions of the factors that promoted or inhibited reading achievement. This study examined three North Carolina school districts. Several recurring themes and patterns surfaced from the data gathered from the fifteen participants. The overarching themes that promoted reading achievement were (a) family support, (b) early literacy exposure, (c) teacher effectiveness, (d) cooperative learning, (e) home-to-school connection, and (f) state mandated, county supported, and school supported programs. The overarching themes that inhibited reading achievement were (a) economically disadvantaged students and (b) class size. The researcher recommends that this study be replicated to include administrators and reading teachers from both Title I and non-Title I schools to compare their perceptions and experiences between the two settings. The implications for change based on the findings were to provide more professional development activities for teachers, more funding to raise reading achievement, and school wide initiative for integrating cooperative learning in the classrooms.
Educational leadership|Elementary education|Literacy|Reading instruction
Holder, Ashley Johnson, "Reading teachers' and administrators' perceptions of the factors that promote or inhibit student reading achievement in selected North Carolina elementary schools" (2016). ETD Collection for Fayetteville State University. AAI10610446.