Title of Abstract
Individualized Instruction for First Graders in Poverty
College
College of Education
Department
Curriculum & Pedagogy
Faculty Mentor
Dr. Bettie Parsons Barger
Abstract
Within the field of education, Hagans and Good state that children in poverty have fewer opportunities to engage in literacy-enriching activities. They go on to say that children in poverty are at a disadvantage for language development and reading, as compared to their peers from families of mid- to high socioeconomic status (SES). Unfortunately, students who struggle with reading in early grades are at significantly greater risk to struggle academically, creating a large gap in skills. Research shows that children learn more efficiently across subjects when their learning is individualized. Children in poverty need individualized instruction from a highly qualified teacher, or an assistant or volunteer who is under close supervision from the host teacher. This study explores the impact of balanced, individualized literacy instruction, with meaningful reading experiences, guided by relevant assessment data. Three students in poverty met weekly for 30 minutes with a researcher for individualized literacy instruction. The findings are highlighted in this action-research study.
Honors Thesis Committee
Bettie Parsons Barger, Ph.D.; Scott Rademaker, Ph.D.; Carol Marchel, Ph.D.
Start Date
22-4-2016 3:15 PM
End Date
22-4-2016 3:30 PM
Individualized Instruction for First Graders in Poverty
West Center, Room 217
Within the field of education, Hagans and Good state that children in poverty have fewer opportunities to engage in literacy-enriching activities. They go on to say that children in poverty are at a disadvantage for language development and reading, as compared to their peers from families of mid- to high socioeconomic status (SES). Unfortunately, students who struggle with reading in early grades are at significantly greater risk to struggle academically, creating a large gap in skills. Research shows that children learn more efficiently across subjects when their learning is individualized. Children in poverty need individualized instruction from a highly qualified teacher, or an assistant or volunteer who is under close supervision from the host teacher. This study explores the impact of balanced, individualized literacy instruction, with meaningful reading experiences, guided by relevant assessment data. Three students in poverty met weekly for 30 minutes with a researcher for individualized literacy instruction. The findings are highlighted in this action-research study.
