Date of Conferral
6-16-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Billie Andersson
Abstract
The problem in this qualitative study was that adolescent students in Grades 6–8 in a rural district in the southeastern United States were struggling with reading and had inadequate reading comprehension achievement. The purpose of this basic qualitative study was to investigate how teachers implemented researched-based practices of reading intervention programs and the strategies they deemed beneficial to use while aiding struggling students. Marzano’s nine instructional strategies were used to frame the study. The 12 participants were reading teachers, interventionists, and specialists. Data were collected via semi-structured interviews and were analyzed using thematic analysis with open and axial coding. The findings revealed that teachers recognized the need for research-based instruction and used effective strategies such as scaffolding, small group instruction, and differentiation. Teachers noted the value of assessment of student progress as well as regular conferencing with students to foster student growth in reading achievement. Teachers articulated a need for accessible literacy coaches to provide them with more support. Results of this study may be used to provide educators with valuable information about effective strategies and practices to use in assisting struggling readers in Grades 6–8. This may lead to positive social change in the form of improved reading comprehension which prepares students for mastering each grade level, and for pursuing higher education or careers of their choice.
Recommended Citation
Dixon, Ebony Camille, "Teachers’ Experiences with Researched-Based Programs and Strategies to Help Struggling Readers in Grades 6–8" (2025). Walden Dissertations and Doctoral Studies. 17982.
https://scholarworks.waldenu.edu/dissertations/17982
