Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Nancy L. Williams
Abstract
Teachers’ perceptions were needed about monitoring and supporting students’ independent reading using Scholastic Literacy Pro (SLP). Teachers have reported concerns about monitoring independent reading productivity with extrinsically based computerized monitoring methods that result in avoidance of reading. The purpose of this basic qualitative study was to explore the perceptions of elementary school teachers about monitoring and supporting students’ independent reading using SLP in a Southeast U.S. school district. The conceptual framework underpinning the study was Ryan and Deci’s self-determination theory. Semistructured interviews were conducted with eight elementary teachers using SLP. Data were manually analyzed using first cycle in vivo coding and second cycle pattern coding. Findings revealed that participants perceived SLP to be beneficial for monitoring and supporting students’ independent reading; however, additional training was needed on the program. No participants perceived that students avoided reading or decreased their reading while using SLP. Findings may lead to positive social change with improved teacher practices and student independent reading outcomes.
Recommended Citation
Bates, Lana Leigh, "Elementary Teachers’ Perceptions of Scholastic Literacy Pro to Monitor and Support Students’ Independent Reading" (2022). Walden Dissertations and Doctoral Studies. 12925.
https://scholarworks.waldenu.edu/dissertations/12925
