Date of Award
1-1-2011
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Sylvia Hall-Ellis, Ph.D.
Second Advisor
P. Bruce Uhrmacher
Third Advisor
Frederique Chevillot
Fourth Advisor
Cynthia McRae
Keywords
National Assessment of Education Progress (NAEP), American student reading scores, Education research and studies
Abstract
The National Assessment of Education Progress (NAEP) has consistently shown that approximately 40% of American students cannot read at grade level. In fact, most of these 40% of students read considerably below grade level. Unfortunately, these results have remained consistent in spite of reports such as the Nation at Risk in 1983 that first alerted everyone to the severity of the problem and provided remedies on how it could be remedied. The Nation at Risk Report was the impetus for a plethora of educational reform enactments at the federal level such as George H. Walker Bush’s education summit in 1989, Goals 2000, the No Child Left Behind Act and the latest reform measure Race To The Top. In addition, states have enacted their own proficiency standards for student knowledge in reading. Several reading experts such as Louisa Moats and Louise Spear-Swerling have written reading standards that teachers should know to teach reading. The Common Core Standards have been adopted by at least 41 states that outline best reading practices and the International Reading Association has also developed reading standards.
The reading wars have also been a contributory factor to the poor reading scores. The reading wars pitted the whole language advocates against the phonics adherents. When the National Reading Report (2000) and the National Research Council Report (1998), released their results that reading instruction should include phonemic awareness, phonics, fluency, vocabulary and comprehension, the reading wars were thought to be over. However, this has not been the case.
Therefore, the purpose of this study was to investigate whether a consensus exists for best reading practices among reading experts. Seven reading experts were interviewed and six of the participants agreed that reading instruction should include the five components: phonemic awareness, phonics, fluency, vocabulary and comprehension. The seventh participant agreed that reading instruction contains the five components, however, the main component to teach reading is comprehension. The results have implications for developing a standard of care for reading (reading standards that can be adopted nationally) and the instruction of new teachers by universities.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
John Michael McCord
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
237 p.
Recommended Citation
McCord, John Michael, "Investigating the Possibility of a Standard of Care for Professionals Who Teach Reading" (2011). Electronic Theses and Dissertations. 416.
https://digitalcommons.du.edu/etd/416
Copyright date
2011
Discipline
Reading instruction, Curriculum development
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Reading and Language Commons