Date of Conferral
Jennifer L. Courduff
The learning gap between intermediate students on grade level and those below grade level continues to grow. Intermediate students with below-grade-level reading comprehension skills struggle with informational texts and across-content material. The purpose of this basic qualitative study was to explore parent and teacher perceptions of intermediate students’ experiences in virtual intensive reading classes. The conceptual frameworks were Vygotsky’s zone of proximal development and social learning and Epstein’s model of parental involvement, which supports learning through interaction and support. The research questions included changes teachers observed in the reading patterns of their intermediate students enrolled in virtual intensive reading classes, changes parents observed in reading patterns, and suggestions teachers and parents could offer to improve virtual intensive reading classes. Data collection for this basic qualitative study utilized Zoom audio-recorded interviews and transcription software tools, and analysis will identify significant patterns. The results indicated that parents and teachers had different priorities. Parents focused on teacher response and communication, whereas teachers worked to solve dilemmas faced in virtual learning environments, such as attendance and some aspects of materials. Both groups should become receptive to each other’s perceptions and work together to improve the conditions and experiences of their students. The potential social change lies in improving the learning experience and efficacy of virtual intensive reading classes for intermediate students by lessening the gap between students with and without reading difficulties, eliminating hurdles in other classes and high school, and having a higher graduation rate at high school.
Tate, Denise Benjamin, "Parent and Teacher Perceptions of Intermediate Students' Experiences in Virtual Intensive Reading Classes" (2023). Walden Dissertations and Doctoral Studies. 12863.