An Analysis of the Comprehension Instructional Sequence

An Analysis of the Comprehension Instructional Sequence

Author: 
Kathleen Hemphill Fontaine
Program of study: 
Ed.D.
Abstract: 
The purpose of this qualitative study was to examine literacy coaches’ perceptions of the Comprehension Instructional Sequence [CIS] (Just Read, Florida!, 2013a) model as a reading comprehension protocol. Three educators participated in the pilot study; they were not part of the research sample. Thirteen literacy coaches from the panhandle of Florida served as the participants in the study and an electronic survey was disseminated to them for data collection. The data collected from the electronic survey emerged into themes and patterns regarding the literacy coaches’ beliefs and lived experiences of the CIS model as a reading comprehension instructional protocol. From the responses, two themes appeared which aligned with two general categories: College and Career Readiness with sub-themes of a) increase, b) reading, c) understanding, d) engage students, and e) writers; and CIS Staff Development with sub-themes of a) students, b) Common Core, c) text, d) close reading, e) content areas, f) implementation, g) complex, and h) language. The findings of the study upheld that the CIS model was an appropriate reading instructional protocol for secondary students and potentially elementary students; the results also supported ongoing staff development of the CIS model to teachers for classroom implementation. The results of the qualitative study confirmed further research is warranted regarding the CIS model as an appropriate reading comprehension protocol for elementary students.
Dedication: 
I dedicate the body of work to my two wonderful children, Douglas and Kristine, who have supported my doctoral journey as well as to Col. (Ret.) and Mrs. William A. Hemphill II, my heroes, my parents—I know that you would be so proud—miss you both! With love, Your mother and daughter
Acknowledgements: 
The literacy coaches I have worked with are an exemplary group of educators. They have served as my impetus to write this dissertation about the Comprehension Instructional Sequence (CIS) model with their voice and beliefs about the CIS model as a viable protocol for reading comprehension. Researching an area of interest that has the potential to benefit the literacy coach cadre is a natural and logical path to follow. In addition, I want to take the opportunity to acknowledge my mother and father who have always been my inspiration and foundation for endeavors of this nature. I extend my love and appreciation to my devoted son and daughter (Douglas and Kristine) who have been my biggest fans and supporters through this grueling and tedious journey. My children mean the world to me and I am so very grateful to them for their undying dedication to me. Words alone cannot begin to express the deep gratitude that I hold in my heart for each of them. I would be remiss if I did not thank Dr. Robin Chambers, my mentor and committee chair, who has provided guidance, mentorship, and support to me. Dr. Chambers has been more than a mentor; she has been my advocate and cheerleader through the journey! Also, I wish to acknowledge, Dr. Efthimia Christie and Dr. Dwyane Smith, my committee members, who have devoted their time and energy through the dissertation process. I humbly thank each of these dedicated educators for helping me reach my lifelong dream of completing my Ed.D.—Thank You!