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WHY HIGH SCHOOL STRUGGLING READERS IN AN AFFLUENT PUBLIC
SCHOOL RECEIVE LITTLE READING REMEDIATION
by
Andrews Greenleaf
_____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Andrews Greenleaf
Object Description
| Title | Why high school struggling readers in an affluent public school receive little reading remediation |
| Author | Greenleaf, Andrews |
| Author email | andrewsgreenleaf@aol.com; agreenleaf@bhusd.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2009-02-05 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-03-11 |
| Advisor (committee chair) | Baca, Reynald |
| Advisor (committee member) |
Rueda, Robert Fischer, Linda |
| Abstract | A large body of research demonstrates that reading remediation primarily occurs between kindergarten and third grade, where it is believed to be the most effective (Howerton & Thomas, 2004). However, there also exists a body of research that shows that reading remediation can continue to be effective for high school students (Katims & Harris, 1997; Lovett & Steinbach, 1997; Shaywitz, Fletcher, Holahan & Shnieder, 1999). Despite this, research demonstrates that very little remediation is provided for high school students (Bean, Cassidy, Grumet, Shelton & Wallis, 2002; Bean, Swan & Knaub, 2003).; This study set out to demonstrate if the research is accurate, and then to answer why such a discrepancy exists between the amount of support provided for younger students and the amount of support provided for high school students. Specifically, how the attitudes and actions of the administrator, teachers, parents, and students impact the design and implementation of reading remediation. Over one semester three classes were observed where struggling high school readers receive support and remediation in reading. Interviews were conducted with one administrator, three teachers, three parents, and three students.; The findings show that the research is primarily accurate; high school struggling readers receive little remediation. The findings also show that the reasons for the lack of support mainly result from the attitudes and actions of all of the participants. The administrator faces a board that does not support remediation, students with behavior concerns, and is not sure of how he can support the teachers. The teachers perceive the students as possessing little ability, are unsure of how to independently design their programs, and face students who do not put forth great effort and show little motivation. The parents are unclear of their role and are not sure how to support their children. The students demonstrate poor motivation and are either incapable of work at the high school level, or do not put the effort needed to be successful. The entire program provides little remediation or support for the students, and almost all of the participants feel as though the remediation is ultimately unsuccessful. |
| Keyword | remediation |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2016 |
| Rights | Greenleaf, Andrews |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Greenleaf-2686 |
| Archival file | uscthesesreloadpub_Volume51/etd-Greenleaf-2686.pdf |
Description
| Title | Page 1 |
| Full text | WHY HIGH SCHOOL STRUGGLING READERS IN AN AFFLUENT PUBLIC SCHOOL RECEIVE LITTLE READING REMEDIATION by Andrews Greenleaf _____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Andrews Greenleaf |
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