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WHDL - 00016149

The impact of teacher perceptions of fluency and preparedness in reading prosody on elementary reading instruction: A mixed-methods study

Kristi Graber

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Description / Abstract

Reading prosody builds a bridge between fluency and comprehension. The purpose of this parallel explanatory study was to examine the impact of EPP training on teacher’s pedagogical knowledge and instructional choices in fluency and prosody in the classroom. Through a survey instrument, respondents provided input on their EPP coursework, fieldwork, and feelings of preparedness to enter the teaching field. In addition, six qualitative questions provided further insight into the research questions from the participant perspectives and allowed for triangulation of the data.
The results from the t-test and multiple regression analysis indicated that training in fluency instruction was a statistically significant predictor of teachers' pedagogical choices for teaching students reading comprehension skills, incorporating a variety of pedagogical choices to increase each fluency component, making instructional decisions based on fluency evaluations, and instructional decisions in reading prosody. The qualitative data further reflected the impact of EPP preparation on reading prosody when participants completed an EPP program without fluency coursework or fieldwork.
The research findings determine that most early career teachers have limited fluency preparation and a lower perception of preparedness in reading prosody directly impacted instructional decisions by teachers not choosing to teach or address the skill in their classrooms. This study informs how teachers desire increased training to improve their students' fluency proficiency and a greater knowledge base of teaching strategies in reading prosody. Considerable implications for educators exist in adjustments in reading pedagogy for the classroom, professional development provided by school districts, and independent professional development available to teachers.

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This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.

KeywordsFluency, Reading, Prosody, Teacher training, Professional development, Self-efficacy

Degree AwardedDoctor of Philosophy in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersTerah Moore, Terri Sorenson, Heidi Curtis

Supervisor or ChairSerena Morales

Peer Reviewed?No

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