Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten Through Grade 2

180 Pages·2017·0.79 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2015
Qualitative Case Study of Read-Aloud Expository
Text Strategies in Kindergarten Through Grade 2
Mary Adeyemo
Walden University
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Walden University

COLLEGE OF EDUCATION
This is to certify that the doctoral study by
Mary O. Adeyemo
has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Jennifer Seymour, Committee Chairperson, Education Faculty
Dr. Charla Kelley, Committee Member, Education Faculty
Dr. Amy White, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University

2015
Abstract
Qualitative Case Study of Read-Aloud Expository Text Strategies, Grades K-2
by
Mary Olufunmilayo Adeyemo

EdS, Walden University, 2008
MEdS Armstrong Atlantic State University, 2000
BA Armstrong Atlantic State University, 1997

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
August 2015
Abstract
In an inner-city elementary school, students continue to lag in reading proficiency, and
implementation of research-based, district-mandated teaching strategies is not well
understood. The purpose of this case study was to explore teachers’ perceptions of
mandated, read-aloud expository text strategies in K-2 classrooms. The conceptual
framework was Vygotsky’s social constructivism model of learning, which envisions
students learning by interacting with teachers and peers, in this case, using read-aloud
strategies, until they become autonomous, expository readers. The research questions
focused on benefits and challenges of the implementation of read-aloud expository text
by K-2 teachers who were given a 5-year mandate by the school to use strategies of
scaffolding, graphic organizers, think-alouds, and text talk. Data were gathered from 5
teachers who volunteered to participate and were trained in the strategies. Data collection
included individual interviews, collaborating interviews, reflective journals, and field
notes. Open coding and thematic analysis identified 6 themes of teacher perceptions,
including benefits, situational strategies, explanations for use, challenges, support, and
implementation. Throughout the data collection process, teachers suggested the use of
Text Talk Kit materials. These kits, in use by other districts, may be beneficial to all
teachers and may lead to social change by allowing teachers to access materials to better
instruct all struggling readers, a benefit across all curricular areas and for all students.
Qualitative Case Study of Read-Aloud Expository Text Strategies in Kindergarten
Through Grade 2
by
Mary Olufunmilayo Adeyemo

EdS, Walden University, 2008
MEdS, Armstrong Atlantic State University, 2000
BA, Armstrong Atlantic State University, 1997

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Teacher Leadership

Walden University
August 2015
Dedication
I dedicate this dissertation to my deceased parents, Mr. Joseph Ayoola Olatunde
and Mrs. Modupe Victoria Olatunde. Both of you did all you could to prepare me for this
great level of my career. Even though you did not wait to see this great dream come to
pass, you laid the foundation. Thank you!
I also dedicate this to my husband, Dr. Adegboye Adeyemo, the Moses of my
Achievements. I cannot thank you enough. It was a long journey. Sometimes, you lived
like a bachelor because of your love for me to complete my degree. To all my children
(Mr. Segun and Dr. [Mrs.] Temitayo Adeyemo, Dr. Tolulope and Mrs. Lizzy Adeyemo,
Mr. Osahun and Mrs. Oluwadamilola Adeyemo Igunbor, Mr. Oluwayomi Adeyemo, and
Ms. Oluwadamilola Olatunde and Mr. David Olatunde). Thank you for your prayers,
support, encouragement, and understanding throughout this long doctoral journey. Thank
you for your understanding in the time that I took away from you. You are my
cheerleaders.
To my siblings: You made sure that I received the doctoral degree. Thank you for
your spiritual and financial support. When the financial aid ran out, Pastor (Dr.)
Oladokun and Deaconess Bukola-Sanya Olatunde took over the tuition payment. To you,
Baba Dipo, Baba Tunde, Pastor Olusola and Mrs. Oyebola Adelekan, Mrs. Mojisola
Oladunmoye, Mrs. Chrstianah Idowu, Mrs. Nike Ajani, Deacon Oladehinde and
Deaconess Adebola Olatunde, without your prayers, fasting, bible texts, and night vigils,
I wouldn’t have been able to make it. You are my warriors and the pillars that I lean on.
Thank you all.
I give all the glory to God the Father, the Son, and the Holy Spirit. He was there
from the beginning to the end. Great is thy Faithfulness. YOU DID IT! -“ MY
IMMANUEL”
Acknowledgements
The completion of this study would not have been possible without the significant
contribution of Dr. Jennifer Seymour. You were my angel. You walked into my life when
all hope was almost lost. You encouraged and challenged me when it would have been so
much easier to just give up on me; thankful you didn’t. Your professionalism and passion
for your students were reflected in your patience with me and your politeness in
responding to all my concerns. You pushed me to be a true researcher and a scholar and
helped me to view the educational world through a different lens. Without you, my vision
would have never come to fruition. I describe you as the builder of the broken bridge of
my doctoral program. To my committee, you have all provided support in such unique
ways. Thanks to Dr. Charla Kelly and Dr. Amy White for your continued expertise and
support throughout the process. You helped me think about how to organize my
dissertation.
To my colleagues at Smart ES: You have all provided support in such unique
ways. The kindergarten through second grade teachers supported me by participating in
the data collection. Their professionalism and enthusiasm during the data collection
process were appreciated. Thanks to my peer reviewer for your support and
encouragement. My principal, I cannot thank you enough for your support during my
Proposal and Dissertation Oral Defense sessions. Thank you all for your support.
To all my prayer warriors: my pastor (thanks for the words), my deacon (thanks
for your support from the beginning to the end), and all my family friends and sisters. To
my great auntie and prayer partner, Rev. Babatunde, thank you for standing in faith with
me. It was faith that brought me through.
Table of Contents
List of Tables .......................................................................................................................v
Section 1: Introduction to the Study ....................................................................................1
Problem Statement .........................................................................................................2
Nature of the Study ........................................................................................................7
Research Questions ........................................................................................................9
Purpose of the Study ....................................................................................................10
Conceptual Framework ................................................................................................11
Vygotsky and Dialogue......................................................................................... 11
Scaffolding ............................................................................................................ 12
Educational Implications of Social Constructivism .............................................. 13
Operational Definitions ................................................................................................15
Assumptions, Limitations, Scope, and Delimitations ..................................................17
Assumptions .......................................................................................................... 18
Limitations ............................................................................................................ 19
Scope and Delimitations ....................................................................................... 19
Significance of the Study .............................................................................................20
Positive Social Change ................................................................................................22
Summary ......................................................................................................................23
Section 2: Review of the Literature ...................................................................................24
Introduction ..................................................................................................................24
Conceptual Framework: Scaffolding and Learning .....................................................25
Teachers’ Perceptions and Beliefs ...............................................................................29
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Read-Aloud Strategies .................................................................................................33
Instructional Strategies.................................................................................................46
Think-Aloud Strategy ........................................................................................... 49
Text Talk Strategy................................................................................................. 50
Graphic Organizer Strategy .................................................................................. 52
Conclusions Drawn Based on the Literature Review ..................................................55
Section 3: Research Method ..............................................................................................58
Introduction ..................................................................................................................58
Research Design...........................................................................................................59
Case Study Methodology .............................................................................................61
Restatement of the Research Questions .......................................................................62
Context for the Study ...................................................................................................62
Case Study Setting ................................................................................................ 62
Justification for the Population ............................................................................. 63
Justification for Sample ........................................................................................ 65
Measures for the Ethical Protection of Human Subjects .............................................68
Procedure for Gaining Access to Participants ...................................................... 69
Role of the Researcher .......................................................................................... 70
Method of Establishing Researcher-Participant Relationships ............................. 71
Data Collection Procedures ..........................................................................................73
Phase 1 (First Week) ............................................................................................ 75
Phase 2 (Second Week) ........................................................................................ 76
Phase 3 (Third Week) ........................................................................................... 78
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