Date of Award:
5-2018
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Teacher Education and Leadership
Committee Chair(s)
Cindy D. Jones
Committee
Cindy D. Jones
Committee
Suzanne Jones
Committee
Kathleen A. J. Mohr
Committee
Sylvia Read
Committee
Genevieve Ford
Abstract
The purpose of this content analysis study was to identify opportunities embedded in selected reading programs that facilitate the development of social and emotional competencies in the context of literacy instruction. These competencies have been shown to strengthen academic performance and help children learn skills that accelerate success inside and outside of the classroom. The content analysis examined three commonly used third-grade core reading programs to identify content that focuses on social and emotional competencies and instructional processes important in teaching social and emotional skills to children. The study also sought to identify content and instructional processes that might be strengthened in the curriculum to provide greater opportunities for social and emotional growth. As a part of the investigation of core reading programs, current market information was used to identify the most recent editions of the most widely used core reading programs in the U.S.
Checksum
16c138b9347d887b4956a44b4224f719
Recommended Citation
Brown, Lisa Trottier, "Content Analysis of Affordances for Social and Emotional Competency Development in Third-Grade Core Reading Programs" (2018). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 6920.
https://digitalcommons.usu.edu/etd/6920
Included in
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .