Ed.D. Dissertations

Date of Award

8-2017

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Mark E. Jimenez, Ed.D.

Content Specialist

Mary Robinson, Ed.D.

Content Reader

Catherine Beck, Ed.D.

Keywords

Guided reading instruction, Self-efficacy, Teacher perception

Abstract

This case study examines factors that support guided reading instruction to foster motivation in seventh and eighth grade readers. The goal of the analysis is to answer the following two research questions: “How do middle school teachers foster the motivation of struggling students?” and “How do teachers demonstrate efficacy in teaching using the guided reading method?” Twelve middle school teachers, who are employed by a public school system in the Dallas, Texas area were given survey questions focusing on early reading experiences, definitions of reading terms, and current reading practice, and were given a pre and post Teacher’s Sense of Efficacy Scale (TSES). Data collected was analyzed, examining the interviews and scales to determine if any trends emerged from the use of guided reading in the classroom. The findings in the study indicated the participants with a high sense of efficacy structured their guided reading instruction to incorporate meaningful, purposeful opportunities for readers to talk about books to enhance their engagement. The conclusion provided an important investigation of the participants’ reading perceptions on how guided reading factors encourage educators to motivate lifelong readers.

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