dc.contributor.author	Moorman, Sherri Loyd
dc.coverage.spatial	Central and North America -- United States -- Georgia	en_US
dc.coverage.temporal	2014-2015	en_US
dc.date.accessioned	2016-01-14T16:23:56Z
dc.date.available	2016-01-14T16:23:56Z
dc.date.issued	2015-12
dc.identifier.uri	http://hdl.handle.net/10428/2036
dc.description.abstract	Reading and reading instruction are highly researched and debated topics. Reading is the foundational skill for future learning. Educational attainment of citizenry is generally a strong determinate of a nation’s well-being. International business decisions regarding developing industry are frequently dependent upon the ability of the possible employees to nurture, support, and grow business. Reading proficiency is one of the two major components of literacy rates. Understanding reading instructional methods and improving literacy rates deserve serious consideration when planning for economic prosperity of future generations. The purpose of this study was to determine the influence of teachers’ perceptions on reading instruction. One goal of the research was to determine teacher perceptions of reading instruction and how these perceptions influence professional performance. A natural extension of this research would be to evaluate how these perceptions influence student learning. The research study utilized a basic interpretive qualitative research design using descriptive narratives. The research was conducted over a 12-month period and focused on individual teacher perceptions. Qualitative inquiry was the appropriate research technique to give a voice to reading teachers. The participant sample was purposeful. The initial survey of elementary (K-5) teachers was emailed to 219 teachers currently employed by a middle Georgia school system. Four elementary teachers were interviewed from initial survey respondents who volunteered to participate in focused conversations on the subject of reading instruction.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 Statement of the Problem 3 Purpose of the Study 4 Research Questions 4 Significance of the Study 5 Theory and Debate 5 Conceptual Framework Model 7 Research Design 9 Setting 9 Study Sample 10 Instruments 10 Data Collection and Analysis 11 Limitations 11 Delimitations 12 Definition of Key Terms 12 Summary 13 Chapter II: LITERATURE REVIEW 14 Introduction 14 Perception and Reading Instruction 16 Reading Methodologies 18 A Balanced Approach as a Type of Methodology 19 Bottom Up versus Top Down 19 Decoding 21 Influence of Perceptions 21 Preservice and In-service Teacher Perceptions 24 Instructional Factors Influencing Teacher Perceptions 30 Teaching Factors Found Not to Influence Student Performance 32 Summary 33 Chapter III: METHODS 35 Research Questions 36 Methodology 36 Setting 36 Participants 38 Materials and Procedures 39 Internal Review Board Approval Process 43 Validity 43 Special Permissions and Agreements 45 Summary 46 Chapter IV: RESULTS 47 Context of Study 49 Survey Respondents 49 Interview Participants 51 Samantha 53 Elizabeth 57 Hannah 60 Madeline 63 Data Analysis 65 Research Question One 72 Research Question Two 74 Research Question Three 76 Research Question Four 78 Derived Themes 80 Reading Instructional Characteristics 81 Home/school Disconnect 81 Background Knowledge 81 Professional Collaboration 82 Institutional Factors 82 Summary 82 Chapter V: DISCUSSION 85 Introduction 85 Research Questions 85 Discussion of Themes 86 Reading Instructional Characteristics 86 Home/school Disconnect 93 Background Knowledge 95 Professional Collaboration 97 Institutional Factors 99 Limitations 102 Implications 103 Recommendations 105 Conclusion 105 REFERENCES 108 APPENDIX A: Survey 123 APPENDIX B: Interview Guide 125 APPENDIX C: Citi Certification 127 APPENDIX D: Letter Requesting Permission 129 APPENDIX E: Permission Response 131 APPENDIX F: Request to use Survey Guide: Response from University of Wisconsin 133 APPENDIX G: Informed Consent 135 APPENDIX H: Email Request to Participate 139 APPENDIX I: Institutional Review Board Exemption 141 LIST OF TABLES Table 1: Surveyed Teacher Information 50 Table 2: Grade Level Taught and Number of Respondents 51 Table 3: Demographics of Interview Participants 53 Table 4: Coding Symbols for Preferred Reading Program 66 Table 5: Coding Symbols for Positive Influencing Factors 67 Table 6: Coding Symbols for Hindrances to Reading Instruction 67 Table 7: Coding Symbols for Inhibiting Factors 68 Table 8: Matrix of Chunked Themes, Categories and Supporting Commentary 70 Table 9: Interviewee Responses Correlated to Research Question 1 73 Table 10: Positive and Negative Aspects of Reading Instruction from Participants 75 Table 11: Interviewee Responses Relating to Research Question 2 76 Table 12: Interviewee Perceptions on Hindrances to Reading Instruction 78 Table 13: Commentary from Participant Interviews Relating to Research Question 4 79	en_US
dc.language.iso	en_US	en_US
dc.subject	Educational Leadership	en_US
dc.subject	Reading Instruction	en_US
dc.subject	Teacher Perceptions	en_US
dc.title	The Influence of Teacher Perceptions on Reading Instruction	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Tsemunhu, Rudo
dc.description.committee	Green, Robert B.
dc.description.committee	Pate, James L.
dc.description.committee	Siegrist, Gerald
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US