Book Description
The purpose of this qualitative research study was to analyze reading specialists' beliefs about remedial reading instruction in grades 3-8. The study was guided by 3 research questions: (a) What do reading specialists believe are effective strategies that improve the reading proficiency of below-level readers in grades 3-8? (b) What are reading specialists' perceptions of the impact of computer-assisted instruction on the reading proficiency of below-level readers in grades 3-8? (c) What do reading specialists believe are effective strategies that motivate below-level readers? The study was conducted in 4 suburban school districts. Thirty-six reading specialists who teach students in grades 3-8 participated in the online survey. Six reading specialists (4 middle school and 2 elementary level) participated in a follow-up telephone interview. Results of the study indicated that reading specialists believe that using a variety of high-interest materials on students' reading levels improves reading proficiency and student motivation. The reading specialists indicated that think alouds, questioning techniques and phonics instruction improve fluency and comprehension. Data also revealed that the reading specialists believe that the computer-assisted instruction helps students' fluency, their understanding of phonics, and reading comprehension.