Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Colleen Paeplow

Abstract

The problem investigated in this study was decreasing annual reading proficiency among students in intermediate elementary grades (Grades 3-5). Deficiencies in reading proficiency can negatively impact overall student achievement. The purpose of this study was to investigate intermediate elementary teachers’ perceptions of their instructional strategies to improve students’ reading proficiency and potentially increase Generalized Summative Assessment scores. The conceptual framework was Vygotsky’s zone of proximal development theory. The key research questions were about elementary reading teachers’ perceptions of effective instructional practices used to increase students’ reading proficiency and elementary reading teachers’ perceptions about teachers’ instructional strengths and challenges associated with student reading proficiency. A basic qualitative design was used, using semistructured interviews to acquire data from 10 participants. Data analysis from the interviews consisted of a priori, lean, and in vivo coding. The findings revealed six themes: motivation through engagement, intrinsic engagement vs. accountability for motivation, the impact of technology, parental engagement, data-driven small group instruction, and phonemic awareness. The outcome of this project study is a three-day professional development addressing the needs of teachers based on the data. School and district leaders could benefit from this study by providing professional development to improve instructional strategies for reading. Parents may benefit by learning of the use of instructional strategies for reading and how those strategies could be applied to supporting student reading proficiency during the school year and at home. Students may benefit with enhanced overall student achievement.

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