Abstract
The purpose of this study was to explore the factors that promote or inhibit the reading achievement of elementary children. The participants for this study were administrators who were employed at eleven Title I schools in North Carolina. The study used a qualitative design and collected data by phone interviews with elementary administrators.
Several recurring themes and patterns surfaced from the data gathered from the eleven participants. However, the overarching themes that promoted reading achievement were (a) family support, (b) early literacy exposure, and (c) teacher effectiveness and expectations. The reoccurring themes that inhibited reading achievement were (a) lack of early literacy exposure, (b) lack of family support, and (c) lack of teacher and parental expectations.
Recommended Citation
Holder, Ashley; Wilson-Jones, Linda; Phillips, Brian; Jones, Paris; and Jones, Jerry D.
(2017)
"Elementary Administrators' Exploring the Factors that Promote or Inhibit Reading Achievement,"
Journal of Research Initiatives: Vol. 3:
Iss.
1, Article 16.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol3/iss1/16
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