EFFECTS OF MULTILEVEL SUPPORT ON FIRST-GRADE …

EFFECTS OF MULTILEVEL SUPPORT ON FIRST-GRADE TEACHERS' USE OF RESEARCH-BASED STRATEGIES DURING BEGINNING READING INSTRUCTION

by Crystalyn Innocence Schnorr

A dissertation submitted to the faculty of The University of North Carolina at Charlotte

in partial fulfillment of the requirements for the degree of Doctor of Philosophy in

Special Education Charlotte 2013

Approved by: Dr. Charles L. Wood Dr. Nancy L. Cooke Dr. Lindsay J. Flynn Dr. Michael S. Matthews Dr. Amy J. Good

?2013 Crystalyn Innocence Schnorr ALL RIGHTS RESERVED

ABSTRACT

CRYSTALYN INNOCENCE SCHNORR. Effects of multilevel support on first-grade teachers' use of research-based strategies during beginning reading instruction. (Under

the direction of DR. CHARLES L. WOOD)

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. Teachers were trained to use research-based strategies, including choral responding, response cards, model-lead-test, and systematic error correction during whole-class beginning reading instruction. Multilevel support was provided for all teachers. Following an initial 3-hr group inservice, follow-up support was provided to teachers who did not demonstrate mastery criterion. Using a multiple baseline across participants design, results indicated a functional relation between implementation of supervisory coaching and an increase in teachers' instructional accuracy for three of nine teachers. In addition, all nine teachers maintained high instructional accuracy. Social validity data indicate teachers found the inservice and follow-up support were helpful and provided information on strategies to increase active engagement of all students. The school's literacy facilitator indicated identification of teachers requiring additional support following an initial training would be an effective and efficient use of instructional support time. Limitations of the study, suggestions for future research, and implications for practice are also discussed.

iv DEDICATION

I would like to dedicate this dissertation to my family. First, I would like to dedicate this to my parents. It is because of the qualities and values you instilled in me that I was able to accomplish this journey. You allowed me to dream, encouraged me to set and follow my goals, and always believed in my ability to accomplish them. To my mom, whose love for children was an inspiration to me. To my dad, whose unconditional support and encouragement helped me through many difficult days in the last three years. I am grateful we could be there for one another. I love you both more than words can say. I am certain you are celebrating this accomplishment with one another and proudly smiling down from Heaven. I will never forget your love or laughter. You are the two best guardian angels a girl could ask for.

I would also like to dedicate this to my sister, Katelyn, who was an incredible source of motivation for me. There are no words to express the depth of my gratitude for all you have done. In my most difficult days, you continued to encourage and motivate me. You provided encouraging words, warm thoughts, and most important, laughter. I would not have survived the last three years and accomplished this dream without you. I am so thankful we have each other.

Finally, this is dedicated to my niece, Kylen. Your laughter, smile, hugs and kisses, and spontaneous personality continue to inspire me. I hope that I will be an inspiration to you and that you will never be afraid to reach for the stars, or the moon! I hope that you dream big, and that you always hold onto those dreams and never give up. Life is big, so dream accordingly.

v ACKNOWLEDGMENTS

I would like to express my sincere gratitude to several people who have been vital to my success. First, I would like to thank the members of my dissertation committee. I would like to express sincere appreciation to my advisor, Charlie Wood, for his support and guidance that helped me to complete each step along the way. Thank you for your patience, words of encouragement, and belief in my ability. I would also like to thank Nancy Cooke for pushing me to realize my potential as a teacher. I am in awe of your passion for teaching and your dedication to students, and you have given me a vision for my future as a professor. I would like to thank both Charlie and Nancy for setting high expectations for me to develop as a researcher, thinker, leader, and writer. Not only did you help me to discover my strengths, but also encouraged me to reach outside of my comfort zone and exceed what I thought were my limits. I appreciate the personal and professional growth opportunities you each made available to me. I would like to thank Lindsay Flynn for helping me find a way to analyze impact on students at risk within single-case research. You have given me many things to consider in the future, and I am eager to begin carrying out my research agenda. I look forward to many opportunities for collaboration with you in the future. Additionally, I want to thank you for helping me realize the importance in balancing my personal and professional life, it came at a most critical time. I would also like to extend my appreciation to Dr. Michael Matthews and Dr. Amy Good for your support and valuable feedback throughout my dissertation.

Second, I would like to express my sincere appreciation to Drs. David Test, Claudia Flowers, and Tiana Povenmire-Kirk for the opportunity to work for and learn from you. I appreciate you giving me the opportunity to increase my knowledge on

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