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Dissertation Handley Approved.pdf (1.79 MB)

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The Intersection of Policies, Practices and Perceptions Pertaining to Literacy in High School

Handley, Mary F
http://rave.ohiolink.edu/etdc/view?acc_num=csu1386425377

Abstract Details

2013, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
In recent years there has been an intense focus on literacy acquisition at the elementary school level. There is indisputable evidence correlating early reading achievement and future academic success. This evidence has resulted in Federal and local dollars being poured into school districts annually to insure the development of these essential skills. Frequently these dollars address instructional strategies, innovative programs; professional development for teachers to improve pedagogy and their impact is measured by teachers using a variety of assessment. Due to this practice, we fail to measure, track, and provide intervention for those who are reading below grade level once they have moved into the upper grades. Little datum is available regarding the literacy rates or of programs that support and improve the skills of at-risk readers at the secondary level. In 2000, the National Reading Panel identified a negative trend in national reading scores over a five year period. Once behind, these at-risk students seldom catch up remaining significantly behind throughout their educational careers as they are unable to read instructional text. This study investigated the mean and median reading comprehension scores of graduating seniors from a large urban Midwestern high school as well as teacher perceptions about literacy policy and practices. It was found that 42% of high school seniors read at or below the sixth grade level. It is suggested that districts should identify struggling secondary readers and offer them specialized reading instruction. Educational policies where reading instruction is taught in secondary school, not simply embedded into the content classes, may need to be reformed if the research bears out a growing epidemic of high school graduates who are functionally illiterate.
Mary Gove, Dr. (Committee Chair)
Brian Harper, Dr. (Committee Member)
Kristine Still, Dr. (Committee Member)
Anthony Menendez, Dr. (Committee Member)
Lee Wilberschied, Dr. (Committee Member)
233 p.
Education Policy
literacy, high school, education policy, teacher perceptions

Recommended Citations

Citations

  • Handley, M. F. (2013). The Intersection of Policies, Practices and Perceptions Pertaining to Literacy in High School [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1386425377

    APA Style (7th edition)

  • Handley, Mary. The Intersection of Policies, Practices and Perceptions Pertaining to Literacy in High School. 2013. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1386425377.

    MLA Style (8th edition)

  • Handley, Mary. "The Intersection of Policies, Practices and Perceptions Pertaining to Literacy in High School." Doctoral dissertation, Cleveland State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1386425377

    Chicago Manual of Style (17th edition)

csu1386425377
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© 2013, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.