Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Antoinette Myers

Abstract

AbstractMany states have used the READ 180 intervention program as an instructional tool to improve reading performance outcomes. The problem was that despite teachers' implementation of the READ 180 program, students at Wonderful Middle School were not learning or developing as well as desired despite the intervention. The purpose of this study was to investigate the perceptions of teachers about how they implement, what difficulties they had, and what they might need to be better prepared to use the READ180 program. The conceptual framework guiding the study is based on Florida Reading Initiative, a researched-based school-wide reform effort committed to providing the professional development and follow-up support necessary for schools to achieve 100% literacy. The research question explored the perceptions of teachers about how they implement, what difficulties they had, and what they might need to be better prepared to use the READ 180 program. A basic qualitative design was used to gather the perceptions of eight purposefully selected middle school reading teachers through semistructured interviews. Themes were identified through open coding. The trustworthiness of the study was established through member checking, rich and detailed descriptions, and researcher reflexivity. The findings revealed that teachers need opportunities for professional development, time to collaborate, and direction for using student assessment data to successfully implement programs such as READ 180. A professional development project was created to provide teachers with strategies and approaches for implementing READ 180. This study has implications for positive social change by providing a PD plan to implement improved practices for READ 180 to improve student performance.

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