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Rural Appalachian Schools  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of  \nschool administration and K-12 education.  \nJennifer Chambers  \nUniversity of Cumberlands  \nCharles Hausman  \nEastern Kentucky University  \nThis qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area with similar student demographics and economic disadvantages. Data were collected through interview questions to assess the staffs’ perceptions of their school’s instructional program, leadership strategies, and teaching methods. Observations of classrooms during reading instruction also were conducted to identify instructional strategies being used. Results indicate high teacher morale, teacher efficacy, supportive leadership, meaningful professional development, and instructional strategies such as: explicit small group instruction, uninterrupted time spent on reading instruction, and inclusion of literacy centers are all variables that discriminate between these high and low performing schools.  \nIntroduction  \nA major function at the elementary school level is teaching children how to read. Research provides evidence that specific early literacy concepts can predict young students' later reading achievement (DeBruinParecki, 2004; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Strickland & Shanahan, 2004) . If children do not acquire basic reading skills in their elementary school years, their future educational and occupational performance could be  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 1 – March 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution  \nto the author/s is required.  \nseverely affected. According to the National Right to Read Foundation (2007), forty-two million American adults cannot read; fifty million are unable to read at a higher level than is expected of a fourth or fifth grader. The National Institute for Literacy (2007) reported that forty-three percent of those whose literacy skills are the lowest live in poverty.  \nReading is a skill that has often been taken for granted by many different stakeholders (Armbruster, Lehr, & Osborn, 2001) . However, after the federal government passed a law to hold school districts accountable for student reading levels, schools began paying closer attention to their reading scores and feeling the pressure of the NCLB Act, which called for 100% of students reading at a proficient level by 2014. Effective reading ability provides students with the weapons to combat the ever increasing demands ofthe world and to perform higher on any test (Reading First, 2007) .  \nPrevious research has not typically examined high-performing, high-poverty schools in Appalachia or other rural areas. This study examines critical factors that may contribute toa student’s achievement in rural Appalachia such as: within-school support and leadership, professional development, data-based decision making, and effective instructional strategies in the classroom.  \nObjective  \nThe purpose of this study was to identify and describe factors distinguishing between high and low-performing elementary rural Appalachian schools on reading achievement. In particular, this qualitative comparative case study compared instructional reading strategies, as well as other variables that distinguish between two","cbCaiclqTbexWQ7z","https://ap.wps.com/l/cbCaiclqTbexWQ7z","pdf",276972,17,"English","# Introduction\n# Objective\n# Methodology\n## Data collection and sites\n# Sample","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To identify and describe factors that distinguish between high- and low-performing elementary rural Appalachian schools regarding reading achievement.\"},{\"question\":\"How were data collected in the research?\",\"answer\":\"Through observations during reading instruction and interview transcripts, supplemented by document analysis and review of demographic data and end-of-year test scores.\"},{\"question\":\"Which factors differentiate high- and low-performing schools in reading?\",\"answer\":\"High teacher morale and teacher efficacy, supportive leadership, meaningful professional development, and instructional strategies such as explicit small-group instruction, uninterrupted reading time, and literacy centers.\"}]","A Comparative Case Study ofFactors Distinguishing Between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools | PDF",1792093417,43]