Date of Award
5-2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Committee Member
Dr. Celeste Bates, Co-Chair
Committee Member
Dr. Linda Gambrell, Co-Chair
Committee Member
Dr. David Barrett
Committee Member
Dr. Barbara Speziale
Abstract
The purpose of this study was to conduct a statewide survey of Reading Recovery teachers (n=150) to gain insight on how they value and use lesson records. Specifically, this study addressed four questions:
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What do teachers report as most useful and least useful when completing daily lesson records?
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What do teachers report as most valuable and least valuable when completing daily lesson records?
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Do teachers report that their use of lesson records changes over the beginning, middle, and end of a lesson series?
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Do teachers report the use of lesson records varies depending on Reading Recovery teachers’ discontinuing rate and years of experience?
The analyses of data include descriptive statistics, chi-square tests, and ANOVA. Results indicate that 80% of teachers write on their lesson record after the lesson is over, and 47.5% of those teachers write in the comments on any part of the lesson section. Chi-square analyses suggested more experienced teachers are more likely to write in a reading section of the lesson record over other sections after the lesson is over. Findings also showed that 40.7% of Reading Recovery teachers shared their lesson records. This study expands understanding of how Reading Recovery teachers use and value their lesson records. It also lays the groundwork for further research on how teachers use the comments on any part of the lesson section.
Recommended Citation
Homer, Anastasia Evangeline, "The Use and Value of Reading Recovery® Teachers' Lesson Records" (2018). All Dissertations. 2141.
https://tigerprints.clemson.edu/all_dissertations/2141