Abstract

The Reading First grant requires teachers to go through professional development and education about reading instruction to improve their teaching methods. The purpose of this study is to determine whether teachers' knowledge of the English language and their attitudes toward explicit reading instruction improved after working in schools that received the Reading First grant. Seventy-six teachers from four schools that received the Reading First grant were surveyed to determine their knowledge of English phonology and attitudes toward explicit and implicit reading instruction. Reading First teachers had more knowledge of English phonology than other teachers, but did not differ in their attitudes. There was no difference in knowledge or attitudes between general and special educators. The years of experience had no relationship to teachers' knowledge or attitudes. However, the older the teachers were, the more positive their attitudes were toward explicit code instruction. Finally, teachers with more knowledge had more positive attitudes toward explicit instruction.

Library of Congress Subject Headings

United States. No Child Left Behind Act of 2001; Reading (Elementary)--United States--Evaluation; Elementary school teachers--United States--Attitudes; Elementary school teachers--United States--Evaluation; English language--Phonology--Study and teaching

Publication Date

2007

Document Type

Thesis

Student Type

Graduate

Degree Name

School Psychology (MS)

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Scott P. Merydith

Comments

Physical copy available from RIT's Wallace Library at LB1573 .R43 2007

Campus

RIT – Main Campus

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