Professional training and perceptions of teachers: influence on reading achievement of high-need kindergarten students in a southern Pennsylvania elementary school as measured by DIBELS scores

Donna Jean Koval

doi:10.17918/etd-6427

Several researchers describe the need for a systematic instructional approach to address the deficits in reading; however, less research is available to guide school leaders on the specific professional training required to improve teacher efficacy in reading instruction. The purpose of this study was to examine the reading progress of high-need kindergarten students as measured by the Dynamics Indicators of Basic Early Literacy Skills (DIBELS) and explore the influences that teachers' professional training experiences and instructional practices could have on reading achievement. The explanatory mixed-methods design employed a pragmatic approach to the research in order to find practical solutions for improving teacher instructional practice and increasing high-need kindergarten students' reading proficiency in a Southern Pennsylvania public elementary school. Specifically, the study addressed the following central research question: 1. What influences do the professional training experiences of kindergarten teachers in a rural suburban elementary school in southern Pennsylvania have on the DIBELS scores of high-need kindergarten students in each of the four classrooms at the school? In addition, the study addressed the following sub-questions: 1. What is the effect of the instructional methods utilized by teachers on the DIBELS reading achievement scores of high-need kindergarten students? 2. How do teachers describe their professional training experiences and their ability to instruct high-need students in reading? 3. How do teachers' background experiences affect their instructional practice? The researcher also explored the effect of an additional variable, the possible interaction between teacher certification and gender on high-need students' reading achievement scores. The study consisted of two stages: quantitative and qualitative. In the quantitative stage, the results of the kindergarten composite scores on the DIBELS reading assessment were collected and analyzed. Two cohorts were identified: those students taught by a teacher with a reading certification, and students taught by teachers without a reading certification. The data of seventeen students was included from the cohort taught by the teacher with a reading certification, and data was included for fifty-three students in the cohort taught by teachers without a reading certification. A two-way analysis of variance was used to compare the mean scores of the DIBELS assessment. The second stage was qualitative and included twelve observations conducted in four kindergarten classrooms during reading instruction in order to examine the commonalities among classroom organization, curriculum, and instructional delivery. Face-to-face interviews with four kindergarten teachers were also conducted to examine the teachers' perceptions in relation to the their professional background experiences and the training they believed was necessary to increase efficacy in the teaching of reading to high-need students. The observation and interview data was coded and analyzed for common themes related to professional development and effective instructional practices in order to increase the effectiveness of identifying high-need students early and implementing targeted intervention support. Throughout the stages of the study, the identity of both student and teacher participants remained anonymous. The statistical analysis of the DIBELS composite score data indicated a significant statistical difference in the reading achievement of students taught by a teacher with a reading certification compared to the reading achievement of students taught by teachers without a reading certification. However, no statistically significant interaction between gender and teacher certification was found. The observation and teacher interview data suggested that although there was overall consistency in classroom organization and curricular delivery, the teachers desired a more highly trained staff to help deliver small group intervention support to the most at-risk learners, a systematic program that includes guidelines for what and when specific skills should be taught, and differentiated training that improves teacher efficacy and provides consistency within the kindergarten program. The significant findings of the study suggest there may be academic benefits for students taught by a specifically trained professional. School and district administrators responsible for kindergarten programs and the teachers' professional training may use the data gathered from the study to reduce the gap in achievement for high-need students and evaluate the effectiveness of the support mechanisms in place within their existing programs to assist young learners. Keywords: High-need students, Emergent literacy skills, Instructional Interventions, Achievement gap, DIBELS, Teacher efficacy

Professional training and perceptions of teachers: influence on reading achievement of high-need kindergarten students in a southern Pennsylvania elementary school as measured by DIBELS scores

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Professional training and perceptions of teachers: influence on reading achievement of high-need kindergarten students in a southern Pennsylvania elementary school as measured by DIBELS scores

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