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Degree

Doctor of Education, Ashland University, College of Education, 2010.

Abstract

Using qualitative methodology, this case study of action research investigated how fifteen elementary teachers used the results of an informal reading inventory, the Developmental Reading Assessment, second edition (DRA2). First-, second-, and third-grade teachers, in addition to intervention specialists, took part in this study. Data sources consisted of interviews, group session recordings, field notes, questionnaires, and typed minutes.

Four research questions guided this study: What similarities and differences do teachers show in ways they use scores? What consensus do teachers reach about the use of DRA2 scores? How does action research work as a vehicle for professional development? How do intervention specialists perceive that they can use the DRA2?

Participants met for group discussions throughout the 2008-2009 school year. Teachers were interviewed twice and completed questionnaires. Findings from data analysis established that participants showed five main similarities in using DRA2 results. Teachers used the results to monitor and show student growth, inform parents about their child's reading, group children according to their strengths and weaknesses, group children according to their reading levels, and guide classroom and small group instruction.

Subject Headings

Education; Reading Instruction

Keywords

Action research; case study; reading assessment; professional development; Developmental Reading Assessment; informal reading inventory

Committee / Advisors

Harold Wilson, Ph.D. (Committee Chair)
James Rycik, Ph.D. (Committee Co-Chair)
Ann Shelly, Ph.D. (Committee Member)
Jacalyn Wood-Morton, Ph.D. (Committee Member)

Pages

178p.

Document number: ashland1300302467
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467

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