Cheron H. Davis
Florida A&M University

Novell E. Tani
Florida A&M University

Krystal Bush
Florida A&M University

Amelia Fields
Florida A&M University

Abstract

This study offers a preliminary investigation of gains in students’ early literacy reading scores when historically Black college or university preservice teachers facilitate letterbox lesson interventions during field clinical experiences with at-risk readers using culturally relevant pedagogy and materials. The aims of this study were to (a) assess overall gains in reading and (b) examine more specific gains in phoneme awareness, letter naming fluency, decoding, and spelling. Using t-test comparisons, results indicate significant gains between the administered pre- and post-reading assessments on phonemic awareness development, letter naming fluency, and spelling abilities. The findings suggest culturally relevant pedagogy combined with clinical letterbox interventions may particularly support the reading achievement of at-risk readers. Additional research is needed to better understand the impact of historically Black college or university preservice teachers’ use of culturally relevant materials and pedagogy and field clinical letterbox interventions with at-risk readers.

Citation

Davis, C.H., Tani, N.E., Bush, K., & Fields, A. (2020).  Reading Outside of the Box: HBCU Preservice Teachers, Culturally Relevant Pedagogy and Letterbox Lessons. Florida Journal of Educational Research, 58(8), 1-11.

Download: Davis.588.pdf (1629 downloads )

Courtney Russo
AD Henderson University School/FAU High School

Abstract

Anyone who has a first grader, or any first-grade teacher for that matter, understands how critical the subject of reading is within this grade level. The purpose of this study was to examine just how individual student conferencing during independent reading time has an effect on first grade readers’ academic successes and learning confidence. Individual student conferencing is when a teacher meets with individual students to discuss their current reading ability and to assist the student in coming up with ways to improve their reading skills. Conferencing also gives the teacher the ability to assess the student to view their strengths and weaknesses while working with them at their level. A collection of both qualitative and quantitative data was accumulated in this study to determine student growth as well as changes in confidence. Findings showed that student growth increased; however, confidence either decreased or remained the same. I found that even though confidence either showed no change or decreased, the student’s motivation to
read was there.

Citation

Russo, C. (2020). The Impacts of Individual Reading Conferences on Student Growth and Reading Confidence. Florida Journal of Educational Research, 58(7), 93-101.

Download: 9Russo.587.pdf (1630 downloads )

Gina M. Hufty
AD Henderson University School/FAU High School

Abstract

Reading is a complex process that requires many skills in order to make meaning of text. Therefore, when children struggle to read, it is not a simple fix. This study examined what impact an incentive program had on third- through fifth-grade struggling readers’ motivation to participate in reading interventions and their perceptions of themselves as readers with the hope of increasing achievement and students’ motivation to read. The findings of this study showedbthat the incentive program increased students’ motivation to participate in the reading interventions but did not show significant improvement in students’ self-perception as readers. A third unexpected finding came about as a result of analyzing the pre-survey data. Struggling readers’ negative attitudes toward participating in a reading intervention were not communicated through responses on the pre-survey or were not as negative as initially believed to be by the teacher.

Citation

Hufty, G.M. (2020). Impacts of Incentives on Struggling Readers. Florida Journal of Educational Research, 58(7), 84-92.

Download: 8Hufty.587.pdf (1540 downloads )

Tara Palmer
P.K. Yonge Developmental Research School

Abstract

I am a fourth- and fifth-grade teacher at a K–12 developmental research school in which I conducted action research examining how instruction impacted student confidence during a mathematics block. I conducted anonymous surveys and student interviews and studied how instructional strategies used for math support positively affect student math confidence and selfperception. The students offered insights into their experiences and suggestions for future implementation. This work developed a unique homework set-up to personalize and support students at their level while targeting specific skills. I will continue to work to increase student self-efficacy.

Citation

Palmer, T. (2020). Math Confidence in an Elementary Mathematics
Classroom. Florida Journal of Educational Research, 58(7), 75-83.

Download: 7Palmer.587.pdf (954 downloads )

Carla-Ann Brown
P.K. Yonge Developmental Research School

Abstract

A sixth-grade World Cultures teacher created a system of dialogue where students reflected on their growth throughout a unit/semester and passed ownership from parents/teachers taking responsibility for assessment of student growth to students taking ownership of their reflection in the Project-Based Learning (PBL) process. The teacher wanted to understand the relationship between participation in student-led conferences/conversations and student agency in the reflection of individual progress. Data included student/family pre-conference notes, conference videos, and student/parent surveys. She found that having the student-led conference transferred ownership of personal habits of work to the students, and the structure of a student-led conference was an effective way for families to connect with their students.

Citation

Brown, C.A. (2020). The Influence of Student-Led Conferences on Communication and Dialogue with Parents. Florida Journal of Educational Research, 58(7), 58-74.

Download: 6Brown.587.pdf (733 downloads )