Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Misalignment with values and practices: a content analysis on how one school district is implementing the science of reading(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Fassbender, Christina Jordan; Chairperson, Graduate Committee: Allison Wynhoff OlsenThe term "Science of Reading" (SOR) has gained increased awareness over the past couple of years and has garnered the attention of researchers, teachers, and other educational stakeholders. As a result, the definition and implementation of the Science of Reading has led to misunderstandings between research and practice. This project uses content analysis to examine how one school district defines and implements SOR using a scripted curriculum and other outsourced curricular materials despite the research behind SOR. Relying on curriculum theory as an analytic lens, this paper also examines the impacts of SOR within the studied school district to analyze whose interests are being served and silenced. By presenting first a historical account of the past reading wars, I focus on the arguments for and against SOR. Next, artifacts in the form of district and teacher communications, teacher worksheets, websites, and responses from teacher interviews are used to identify mis/alignment with the pedagogical foundations purported by leading SOR scholars. Finally, a discussion and implications are offered to detail the impact that conflicting curricular values may have on young readers as well as current and future teaching practice of reading teachers in the focal district.Item Reading a novel in middle school science: the impact of socioscientific issues(Montana State University - Bozeman, College of Letters & Science, 2021) Dobkins, Susie Ellen; Chairperson, Graduate Committee: Greg FrancisThis study was conducted at Eileen Johnson Middle School, a 6-8 public middle school with about 400 students located in Billings, Montana. Since the No Child Left Behind Act in 2002, schools have been under increased scrutiny to raise their student test scores in reading and math. Many schools have begun taking away students' science, social studies, and elective courses if they are testing below average in reading and/or math and placing them in an additional reading and/or math intervention course. This study aimed to see if incorporating a novel in a seventh-grade life science class could have a positive impact on students' enjoyment of reading, science content understanding, build 21st century skills such as perspective-taking and global-mindedness, as well as increase students understanding of socioscientific issues. Students were given a pre and post survey before beginning their Traits and Reproduction Unit. Students read between five to eight pages of the book per day at the beginning of class. The class then discussed what had occurred during that section and the discussion flowed wherever students wanted it to. Students in the treatment group showed a medium normalized gain in science content understanding whereas students in the non-treatment group showed a low normalized gain. Students showed a 75% increase in the answer response that showed an understanding of socioscientific issues, empathy, and a desire to be the scientist who cures malaria. Students showed an overall increase in responses that related to socioscientific issues such as who owns scientific information. Students who read the book had a large increase in seeing reading as useful in science. This study showed larger normalized gains in science content knowledge for the treatment group than the non-treatment group meaning reading a book on socioscientific issues could have helped students understand science content information. It also showed an increase in students understanding of socioscientific issues and global mindedness. In addition, students who read the book had an overwhelming increase in ability to see reading in science as useful in building their knowledge about the world and understanding of science content.Item Implementation of new literacy practices based on the science of reading: a relational leadership approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Sullivan, Nichole Daines; Chairperson, Graduate Committee: Tena VerslandThe purpose of this qualitative case study was to understand how literacy leaders describe their roles and responsibilities in relationship with each other as they lead the implementation of a new literacy curriculum based on the science of reading through the lens of relational leadership. Further, the study sought to understand how literacy leaders include multiple perspectives and empower others in a purposeful, ethical way through the process of the science of reading curriculum implementation. Specifically, this paper examined how literacy leaders led change in literacy instruction in response to student achievement data that did not exemplify the excellence and potential they believed their students could achieve. A single case study design was chosen for this study, so that the focus of the study would be on the process and relationships of literacy program interactions. The results of this study found that the antecedents for relational leadership and the development of relational leadership during the implementation of a literacy curriculum based on the science of reading are multidimensional and comprised of five themes: (1) trust and mutual positive regard as antecedents for relational leadership, (2) intentionally developed vision building takes time, (3) knowing people and teams through regular interaction, (4) consistent messaging of fidelity to the implementation of literacy curriculum, and (5) intentional support and effort of teachers and administrators. These factors connect to what relational leaders know, their state of being, and their actions, and these factors work together to create a context where a deep change in the teaching of literacy can take place within a school system.Item Investigating reading strategies in a high school earth science classroom(Montana State University - Bozeman, College of Letters & Science, 2020) Webb, Mary Kohnstamm; Chairperson, Graduate Committee: Greg FrancisThe majority of science teachers consider reading to be an important skill for students to master yet most teachers agree that their understanding of how to teach the cognitive and metacognitive processes to increase student comprehension of scientific text is lacking (Yore, 1991). My goal was to address this gap in my pedagogy, by integrating four different reading strategies into my Earth Science curriculum. The primary purpose was to measure the students' comprehension of scientific text using four reading strategies. The secondary research questions investigated the change in student attitudes and self-confidence when using reading strategies, how choice impacted student comprehension, attitudes and self-confidence, and finally how including reading strategies impact my teaching practice. To answer these questions, students completed a Likert survey measuring student attitudes, self-confidence and beliefs towards reading. Then each reading strategy was taught, first by modeling for the entire group, then with small groups and finally each strategy was completed independently. Students completed assessments using word associations to measure student comprehension using each reading strategy. After students mastered each strategy, they began to choose which strategy to use when reading. The same Likert survey was administered at the conclusion of the study. The results showed that implementing a reading strategy increased student comprehension of scientific text to a statistically significant margin. However, there was no statistical significance when comparing student comprehension rates between each reading strategy. The scores between Likert surveys did increase significantly, however there was not a significant difference in student self-confidence when reading using a reading strategy. According to student interviews, choice was the largest factor to impact student behavior towards reading. The implications of the action research project finds that reading can be integrated into the inquiry process to create a more student centered approach to teaching.Item Aesthetics thinking(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Home Gun, Melanie Ann; Chairperson, Graduate Committee: Priscilla LundThis mixed-methods phenomenological study explores aesthetic education and the visual arts as an intervention for students who have learning disabilities to enhance reading as measured by standardized test scores, self-concept scores, and through interviews that investigate students' self-esteem, self-concept, motivation, and self- efficacy. Participants range between the ages of 10 and 11 and are in grades four and five. The study investigated seven children's feelings about themselves and towards reading before and after the intervention. The research study is aimed to determine whether using the visual arts and an aesthetic education intervention in reading helps children with learning disabilities read more effectively by having the opportunity to express themselves artistically. Moreover, the visual arts and the use of an aesthetic education in the core curriculum is not readily available for children in the elementary grades in most public schools in the United States. The focus of this study is on children in a small rural town in North Eastern Montana of mixed demographics and socio-economic status. While not intended to be an exhaustive literature review, this research highlights important findings that correlate aesthetic education and the visual arts with reading acquisition within this small and rural community of children with learning disabilities. Further, the study explores self-concept through the authentic expression of individuals and the phenomenon and lived experiences from the intervention of their cohort. From this research, I hope that educators and policymakers will reconsider how aesthetic education and the visual arts can influence educational practices and policies and use the arts in the public schools again as part of a core curriculum.Item Using feedback and self-reflection to empower adult learners in math, reading and writing(Montana State University - Bozeman, College of Letters & Science, 2019) Brown, Katherine Tyler Swaim; Chairperson, Graduate Committee: Greg FrancisAdults bring a wealth of accumulated experience to a classroom, and studies have shown that adult students benefit from relevant, student-centered practices that involve them in their education. Assessment methods must be appropriate and offer time to act upon the result. This study looked at the impact that clear learning objectives, timely teacher feedback, and opportunity for student reflection would have on a student's understanding of their own progress towards class advancement in a class that did not offer grades and could be repeated. A portfolio of student work was compiled to judge student effort. Additional factors assessed included attendance, mindset, and attitude toward the teacher and student role in the classroom. The study found that when students are given a clear statement of course goals and feedback about their work through self-reflection and instructor communication, they have a solid understanding of their academic progress. In addition, the instructor has sufficient evidence to make a compatible decision. Students whose move-up decision matched the instructor's tended to have greater attendance and higher mindset motivation scores than those whose decisions did not match the instructor's.Item Effective teachers building relational trust with diverse students to improve reading achievement(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Bowns, Joanna May; Chairperson, Graduate Committee: William RuffSchools are measured by scores students receive on standardized tests. Yet, since the collection of student demographic data on these tests, it has shown students of color are not getting the same opportunities to learn as their white peers. As classrooms across the country continue to become more diverse, it is imperative to study how some teachers are effective in teaching all students. This study examined the questions of how effective teachers build trusting relationships, how relational trust impacts instructional strategies, and how relational trust impacts student reading achievement. The purpose of this research study was to add to the existing literature about how effective teachers build relational trust with their diverse students, therefore increasing academic achievement in reading. Critical race theory, deficit thinking, and critical consciousness were used as the theoretical framework in this study. Specific criterion was used to create a purposeful sample of four effective elementary reading teachers in a diverse district. Interviews with two principals and four effective reading teachers at two different elementary schools, observations of the teachers, and artifact/documents were collected throughout this multiple case study to help answer the research questions. It was determined all teachers believed in their students, used relationships as the basis of effective teaching, and used reflective practices. The teachers also used culturally relevant teaching practices and practiced cultural humility. The implications for these findings are discussed as well as future research.Item Impact of close reading strategies in chemistry(Montana State University - Bozeman, College of Letters & Science, 2017) Savastano, Guy David; Chairperson, Graduate Committee: Walter WoolbaughMany high school students have difficulty learning content by reading -- a key component of scientific literacy -- since they often lack the skills, confidence and motivation to read expository text. This study investigated the impact of close reading strategies on reading comprehension, attitude and motivation for textbook-based reading in chemistry, and the perceived utility of reading strategies for chemistry and other subjects. Students were taught three literature-based reading strategies -- a text and visuals scanning strategy, an annotation strategy, and a writing and dialogue strategy -- that addressed the pre-reading, during-reading and post-reading stages, respectively. During each three-week treatment phase, students learned a new reading strategy, and were given three reading challenges to practice the strategy. In a final treatment phase, students used all three reading strategies in concert. Data collection instruments included the Qualitative Reading Inventory (QRI) and Classroom Assessment Techniques (CAT) to assess comprehension, the Survey of Adolescent Reading Attitudes and Adolescent Motivation to Read Profile (AMRP) for attitude and motivation, a student survey for strategy usefulness, and individual interviews and a teacher reflection journal to appraise student and teacher experiences. This study found that reading comprehension improved significantly posttreatment as measured by the QRI, with an effect size in the large range. Analysis of CAT scores showed that only the post-reading stage writing and dialogue strategy resulted in a significant increase in reading quiz scores. Though student attitude towards reading the textbook was largely unaffected, both facets of motivation measured by the AMRP -- student's self-concept as a reader and student's value of reading -- increased significantly, with a small effect size. Over 90% of students agreed or felt neutral that all of the strategies helped them read the textbook more carefully and understand the chemistry textbook better, and students reported an even preference for reading strategies. A plurality of students agreed that the strategies learned in chemistry could be applied to English and social studies and 60% of students interviewed had already applied a strategy learned in chemistry to another subject. This study confirmed the value of teaching students scientific literacy skills related to reading expository text.Item The influence of home environmental factors, socio-emotional factors and academic resilience on reading achievement(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Hill, Coulter; Chairperson, Graduate Committee: Arthur W. BangertResearch shows that the influences of home environment, as well as social and emotional behaviors, have a significant relationship to academic achievement. Emerging research, as well as this study, shows that positive learning behaviors such as persistence, attention to task and adaption to change in routines can mediate negative influences of poor social-emotional behaviors and at-risk home environments (McTigue, Washburn & Liew, 2009). These positive learning behaviors are referred to as academic resilience, traits that are gaining increasing awareness as important to academic achievement. The purpose of this study was to investigate the relationships among social and emotional factors, home environment, academic resilience and reading achievement for third-grade students who participated in the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K), conducted by the National Center for Education Statistics (NCES, 2004). Structural Equation Modeling (SEM) using Stata 14.0 (Stata Corp., 2105) was used to analyze the relationships and to answer the research questions for this study. Additionally, SEM analysis was conducted based on the third-grade model was conducted by gender, socioeconomic status, and racial groups. Social and emotional behaviors were found to have a significantly negative relationship with academic resilience and reading achievement. Home Environment was not found to be significantly related to either academic resilience or reading achievement. Academic resilience was found to mediate 33% of the total effects of negative social and emotional behaviors on reading achievement. Similar results were found for the subgroup analyses. This study highlights the importance of academic resilience behaviors for mediating the negative social and emotional factors many students struggle with every day. Results from this study suggest the inclusion of social and emotional learning in the K-12 curriculum beginning in the primary years. Such instruction can bolster behavior related to academic resilience and thus promote increased academic achievement. School administrators will need to select a curriculum that is complementary to community programs that seek to provide the same type of instruction and to meet the needs of school and community stakeholders in general. Teachers will need to reconsider instructional responsibilities to include the integration social and emotion learning into classroom instruction.Item A comparative study of an individualized reading program and a structured reading program(Montana State University - Bozeman, 1966) McMeekin, John A. (John Arthur)