The Impact of Teacher Attitudes and Perceptions of Direct Instruction on Student Achievement in Reading
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School of Education
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- CRCT; DIBELS; direct instruction; nonsense word fluency; oral reading fluency; phoneme segmentation; Education, General; Education, Reading; Education, Elementary; Education, Curriculum and Instruction; Education, Teacher Training; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Liberal Studies; Reading and Language; Teacher Education and Professional Development
According to the National Center for Education Statistics (2004), 37% of America's fourth graders are not reading at grade level. This statistic has remained unchanged for over a decade (NCES, 2004). Findings from multiple studies indicate more research on successfully implementing reading interventions is needed (Begeny & Silber, 2006; Begeny, Krouse, Ross, & Mitchell, 2009). Barnyak and Paquette (2010) suggested that although teachers learn new methods, they return to the strategies they are most comfortable using. The purpose of this qualitative case study was to determine if teacher attitudes and perceptions of direct instruction impacted student achievement in reading. Elementary school teachers from different elementary schools within a school district shared their perceptions of reading instruction in conjunction with their content knowledge. Their satisfaction of direct instruction was analyzed through interviews, observations, and surveys. Results from this study could result in changes in the delivery of this instructional method, professional training provided to teachers, and the allocation of funds. In addition, results may also help educators become aware of how much of an impact their personal feelings influence student performance.