Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Heather L. Caldwell

Abstract

In 2015, a small school district in a mid-Atlantic state implemented Letterland, a phonics-based early reading program, to increase early reading levels. The problem investigated in this study was that, despite district implementation of the Letterland phonics program, early childhood students continued to struggle with mastery of phonics and phonemic awareness skills, suggesting that improvements might be needed in program implementation. The purpose of this project study was to explore the experiences and perceptions of early childhood teachers who teach phonics and phonemic awareness using the Letterland program. The conceptual framework that guided this study was the constructivist theory. The research questions centered around the experiences of teachers and the supports and resources needed to implement the Letterland program successfully from the teachers’ perspective. Nine early childhood teachers who had implemented the Letterland program participated in one-on-one interviews. Data were analyzed using inductive coding to identify themes that emerged. The themes that emerged were early childhood educators’ experiences of obstacles and barriers, effects of teaching Letterland on teaching practice, Letterland’s professional development experiences, teaching experiences prior to Letterland, professional training opportunities necessary to teach students successfully, and tools necessary to teach Letterland. The results of the project study were used to create a 3-day professional development to assist early childhood reading teachers in teaching phonics and phonemic awareness more effectively. This project study may promote positive social change by informing future teachers and administrators on what is needed to adequately prepare early childhood teachers to teach phonics and phonemic awareness using the Letterland program.

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