Date of Award
2011
Document Type
Dissertation
Degree Name
Ph.D. in Education
First Advisor
Douglas R. Davis
Second Advisor
Angela S. Rutherford
Third Advisor
Ryan Niemeyer
Relational Format
dissertation/thesis
Abstract
This mixed-methods study investigates the effect of differentiated phonics lessons on reading fluency and examines the effect of these lessons on student and teacher perceptions of school culture. The study examines quantitative data on the effectiveness of the skill lessons. The qualitative findings examine the impact of the lessons on the dynamics of school culture as perceived by students and teachers given the opportunity to interact with wider and varying school groups. The understandings gained from the combination of the quantitative and qualitative data interpret the effect of the structure of differentiated across grade-level lessons on school culture.
Recommended Citation
Boyd, Margaret Quinlan, "Differentiated Phonics Lessons Effect on Fluency and School Culture" (2011). Electronic Theses and Dissertations. 59.
https://egrove.olemiss.edu/etd/59