This qualitative case study explored how teachers, and administrators perceived the influence of poverty on early childhood reading scores of students in Title I schools to ascertain how to educate impoverished students more effectively. The sample for this study included ten administrators (five principals and five guidance counselors), five third-grade teachers at a Title I school, in rural Alabama. The study was guided by the following research questions: How do teachers (RQ1) and administrators (RQ2), describe the influence of poverty on early childhood reading scores? This study utilized a qualitative paradigm to explore the influence of poverty on early childhood reading scores and featured a case study design. The research was guided by the culture of poverty theory. The data for this case study was analyzed through thematic analysis. The findings from semi-structured interviews indicated that parents in poverty do not always take advantage of outside resources such as libraries. This was one of the four constructs of the culture of poverty theory is the relationship between individuals of poverty and larger institutions in society. Findings from the teacher and administrator open-ended narrative response also indicated that parents do not always take advantage of outside resources. Practical implications for the study included putting intervention strategies in place to assist struggling readers in poverty.
|Commitee:||Fuller-Massey, Johanna, Stanley, Laurel|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Reading instruction, Early childhood education|
|Keywords:||Non-verbal intelligence, Phonological awareness, Poverty, Title I|
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