Date of Conferral

7-2-2024

Date of Award

July 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Richard Penny

Abstract

The research problem addressed in this study was the low reading achievement scores of fourth grade students and fourth grade reading teachers’ struggles raising reading achievement. The purpose of the study was to explore fourth grade reading teachers’ experiences of finding strategies and interventions to improve reading achievement. The theoretical frameworks were Gough and Tunmer’s simple view of reading and Chall’s stages of reading development. The research questions addressed fourth grade reading teachers’ use of strategies and approaches and fourth grade reading teachers’ beliefs about school support. The study used a basic qualitative approach with semistructured interviews from 10 U.S. fourth grade reading teachers. Through thematic analysis, the study yielded the following eight themes: Fourth grade reading teachers used close reading, response to intervention (RtI), small-group instruction, and the I-Ready online learning platform. Additionally, fourth grade reading teachers used echo and buddy reading, context clues and morphology instruction, and re-teaching of foundational skills. Fourth grade reading teachers also used online learning games and the Ready Reading and Wonders curricula. Last, fourth grade reading teachers desired professional development, classroom assistants, and foundational skills support for lower grade-level teachers. The findings from this study revealed that fourth grade reading teachers need help finding strategies and approaches to raise reading achievement. Fourth grade reading teachers also need more support from their school administration. The present study can promote positive social change by improving reading achievement scores enhancing understanding of teachers’ struggles.

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