Date of Conferral

10-21-2026

Date of Award

October 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Andrea Wilson

Abstract

English Language Arts (ELA) standards cultivate essential literacy skills that support students’ academic achievement and future success. The problem in this study was less than one-fourth of local middle school students met proficiency on the ELA Mississippi Academic Assessment Program (MAAP), suggesting challenges with implementing targeted reading instructional strategies. Guided by Tomlinson’s framework for differentiated instruction, the purpose of this basic qualitative study was to explore local middle school teachers’ perspectives on their use as well as resources and support needed for the implementation of differentiated reading strategies. Semistructured interviews were conducted with 12 middle school teachers who had roles in teaching reading at the study site. Data were analyzed using Saldaña’s three-cycle coding process to identify emergent themes. Results revealed themes highlighting the need for scaffolded literacy instruction, differentiated instructional strategies that address diverse reading needs, engaging practices that build student confidence, improved instructional resources, and sustained interventions for reading through coherent school support. Findings indicated a need for ongoing training, collaboration opportunities, and access to resources and supports to improve implementation of differentiated instructional strategies. Using these findings, a 3-day professional development plan was created for middle school teachers to strengthen their implementation of differentiated reading strategies. This study has implications for positive social change by offering recommendations that strengthen teaching practices, which might improve student outcomes and promote a more educated and engaged community with long-term social and economic benefits.

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