Date of Conferral
7-19-2024
Date of Award
July 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Micheal Vinella
Abstract
In 2019, declines in reading achievement across Texas motivated changes for teacher recertification, which required 60-hour professional development in the science of teaching reading (STR). The problem this study addressed was the challenges K-Grade 3 reading teachers encountered when implementing the recently adopted Reading Academy content at a large urban school in Texas. The purpose of this basic qualitative project study was to explore the challenges K through Grade 3 reading teachers encountered when implementing the recently adopted Reading Academy content at a large urban school in Texas. The implementation science conceptual framework guided this study on the fidelity of implementation regarding the House Bill 3 reading practices. This study's research question focused on teachers' perceptions regarding the challenges of implementing the STR practices. Data were collected from semistructured interviews with 10 kindergarten through third-grade teachers. The educators had completed the Reading Academy and implemented the STR strategies in their classrooms. In vivo, coding was used to analyze the data. Three themes emerged: student reading levels, sufficient time for reading instruction and learning STR strategies, and access to STR materials. The project involved professional development training divided into eight modules for teachers to build their capacity in reading instruction. Findings may be used to improve administrative support for teachers to implement STR strategies, which may result in more gains in student reading achievement.
Recommended Citation
Ehly, Shari Yvonne, "Kindergarten Through Third-Grade Teachers’ Perceptions of Implementing the Science of Teaching Reading Practices" (2024). Walden Dissertations and Doctoral Studies. 16087.
https://scholarworks.waldenu.edu/dissertations/16087
