Dissertation Study: The alchemy of meaning-making: The dynamic nature of teacher and student growth during a summer literacy program. (CLaRI Sponsored)
In this CLaRI sponsored dissertation study; Jennifer Schiller, Ph.D candidate and research project manager for CLaRI; examines the ways that soon to be literacy specialists use read aloud activities during a summer reading program to promote strategic reading with first through third grade struggling readers.
This collective case study showcases the power of a read aloud when coupled with a clear instructional goal and a reflective teacher eye. Teachers in this study relied heavily on read aloud activities using a Gradual Release of Responsibility (Pearson & Gallagher, 1983) model to show students, parents and administration that young struggling readers can comprehend texts at high/abstract levels with the appropriate supports.
This dissertation proposal was presented and approved on June 6, 2011 and data collection took place from June 27, 2011-July 28, 2011 at a CLaRI classroom outreach site during a four week, 3 hour per day summer literacy collaboration between CLaRI and a local elementary school. Analysis and findings are forthcoming.
Please contact the CLaRI Research Project Manager at firstname.lastname@example.org for more information.