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The Learning Conference 2003

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Presentation Details


An Examination of Early Reading Intervention Instructional Practices with Diverse Groups for the Primary Grades

Dr Deneese L. Jones.

The primary goals of this study were 1) to examine the teachers' usage of the instructional features for their chosen early reading models and 2) to describe the teachers' sense of efficacy with these features as demonstrated during observations and interviews. To a greater extent, the instructional features used by teachers in these ERIG classrooms with the varied early reading models determined what was learned and how learning took place relative to instruction that is culturally responsive.


Dr Deneese L. Jones  (United States)
Professor in Literacy Education
Department of Curriculum & Instruction
University of Kentucky

Dr. Jones received her B.S. in Elementary Education from Texas Woman's University. She was awarded the M.Ed. and Ph.D. from Texas A&M University. She presently an Associate Professor at the University of Kentucky. Her research area in literacy is equity pedagogy.

  • Early literacy intervention
  • Culturally responsive literacy instruction
  • Instructional practices for the primary grades
Person as Subject
  • Geneva Gay Jacqueline Irvine Deneese L. Jones

(30 min Conference Paper, English)