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Teacher Collaboration and its Impact on Second Grade Oral Reading Fluency

Gray, Rachel (2023) Teacher Collaboration and its Impact on Second Grade Oral Reading Fluency. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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This dissertation in practice focused on the impact of teacher collaboration to develop and
examine the use of fluency routines in second grade classrooms. Specifically, the use of systematic
and explicit fluency routines was studied as evidence-based practices engage students in effective
early literacy activities in a sequential and manageable way. Systematic and explicit strategies have
proven to be successful in structured literacy blocks to assist novice or struggling learners to build
their skills. To ensure that teachers are well – versed in the use of these strategies, building leaders
are charged with creating opportunities for educators to build capacity and confidence in classroom
routines and instructional pedagogy. Thus, the hypothesis of the program evaluation was that
effective use of teacher collaboration time could improve use of the systematic and explicit fluency
routines. Participants in this study included school personnel whose primary job functions were to
provide direct instruction or intervention to students or to work in a coaching role to support
teachers. The study established that participants showed growth in their understanding of the need
for systematic and explicit instruction and increased rates of implementation of a variety of fluency
routines in their classrooms. Findings from this small sample and the limited-scope study showed
that the collaborative sessions did improve educators’ skills with use of fluency routines in core


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Gray, Rachelrlg100@pitt.edurlg1000009-0007-9616-442x
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairTrahan,
Committee MemberKirk,
Committee MemberKucan,
Date: 7 July 2023
Date Type: Publication
Defense Date: 28 March 2023
Approval Date: 7 July 2023
Submission Date: 20 June 2023
Access Restriction: 2 year -- Restrict access to University of Pittsburgh for a period of 2 years.
Number of Pages: 81
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: fluency
Date Deposited: 07 Jul 2023 15:39
Last Modified: 07 Jul 2023 15:39


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