Date of Award

Fall 12-11-2024

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Daniel Gutmore, Ph.D

Committee Member

Maria Ortiz, Ed.D

Committee Member

Jennifer Timmer, Ph.D

Keywords

literacy, reading, intervention, achievement, teachers, strategies, differentiation, instruction, equity, assessment

Abstract

This qualitative study explores the perspectives of effective K-3 teachers on the resources and strategies they use to close student learning gaps in reading. Despite decades of federal and state initiatives, including Response to Intervention (RTI), differentiation, and the Science of Reading, a significant number of students, especially those in economically disadvantaged communities, continue to struggle with reading proficiency. Through a narrative qualitative design, this study examines the experiences of highly effective elementary teachers working in an urban Title I school district to identify the most impactful instructional approaches for accelerating student reading achievement.

Data was collected through one-on-one interviews with selected teachers whose students demonstrated significant growth in reading, as measured by district and state assessments. Thematic analysis revealed five key strategies that teachers identified as most effective: (1) small group instruction, (2) structured phonics-based instruction, (3) individualized support tailored to student needs, (4) differentiation in content and process, and (5) engaging and supportive learning environments. Teachers emphasized the importance of a data-driven approach, ongoing progress monitoring, and the integration of research-based literacy interventions aligned with RTI and the Science of Reading.

Findings from this study provide valuable insights for educators, policymakers, and school leaders seeking to improve early literacy outcomes. The research highlights the need for sustained professional development, targeted instructional support, and systemic efforts to bridge the reading achievement gap, particularly in Title I schools. By centering the voices of highly effective teachers, this study contributes to the ongoing discourse on best practices for closing early childhood literacy gaps and ensuring equitable learning opportunities for all students.

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