Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Colleen Paeplow
Abstract
Standardized test and district benchmark assessment results indicate that middle school students in a rural middle school in central Mississippi are struggling with reading comprehension. Although teachers in a specific school district are equipped with a pacing guide to teach state mandated college and career readiness standards, it is unclear how middle school English Language Arts (ELA) teachers are teaching reading comprehension in online environments. The purpose of this qualitative intrinsic case study is to explore how middle school teachers at one school use instructional strategies to teach students who struggle with reading comprehension in online environments. The conceptual framework for this study is Leu’s new literacies of online research and comprehension skills. Interviews and lesson plan data from five middle school ELA teachers, three learning strategists, and two interventionists were analyzed and coded for themes and patterns using thematic analysis and inductive codes. Participants were selected through purposeful sampling to participate in the study and had a state certification or endorsement to teach ELA. Implementation of instructional strategies were findings that may have a positive social change on the local school district’s administrators by providing information about exemplars who are consistent with Leu’s new literacies skills to support reading comprehension in online environments, which may lead to adjustments in the district’s educational program and instructional practices to meet educational needs of all students.
Recommended Citation
Smith, Carla, "Understanding Middle School Teachers’ Use of Instructional Practices for Online Reading Comprehension" (2022). Walden Dissertations and Doctoral Studies. 12855.
https://scholarworks.waldenu.edu/dissertations/12855
