Electronic Theses and Dissertations

Date of Award

2011

Document Type

Dissertation

Degree Name

Ph.D. in Education

First Advisor

Douglas R. Davis

Second Advisor

Angela Rutherford

Third Advisor

Ryan Niemeyer

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.

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