Date of Conferral

8-28-2024

Date of Award

August 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Nancy Williams

Abstract

Success in social studies is imperative, as civic literacy skills are used by students to become critical consumers of information and support making informed decisions. The problem is that teachers are making instructional shifts to support literacy performance and provide instruction for struggling readers in third and fourth grade to read, comprehend, and apply social studies disciplinary literacy skills within social studies text-based sources, but lack the appropriate preparation and support to effectively meet the needs of their students. The purpose of this basic qualitative study was to explore third and fourth-grade teachers’ experiences supporting struggling readers to read, comprehend, and apply social studies disciplinary literacy skills within social studies text-based sources. The conceptual framework is based on cognitive load theory and the simple view of reading. The focus of the study was on elementary teacher experiences supporting struggling readers in preparation to read, comprehend, and apply social studies disciplinary literacy skills within social studies text-based sources. Eight semistructured interviews were completed with third- and fourth-grade teachers who teach both content areas of literacy and social studies in the state of Louisiana. Findings showed that elementary teachers (a) have a positive outlook, (b) use a variety of instructional methods, and (c) feel literacy skills are fundamental to the demonstration of social studies knowledge. Recommendations include providing teachers with research-based support for integration and to support educator understanding social studies disciplinary literacy skills. This study supports positive social change as school systems can use the results and recommendations to ensure all students will develop civic literacy skills to become informed, active citizens.

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