Teacher Challenges in ELA Instruction for Low-Achieving Elementary Students in Urban Title I Schools
Date of Conferral
8-8-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Felicia Blacher-Wilson
Abstract
The problem that was addressed through this study is that approximately 80% of upper elementary students do not reach proficiency in English Language Arts (ELA) at an urban Title I school district in Georgia, despite implementing intervention and literacy programs. Guided by Senge’s organizational learning theory and Vygotsky’s sociocultural theory, the purpose of this qualitative study was to investigate the challenges that elementary teachers face when providing ELA instruction to low-achieving students in a local Title I school district in Georgia. For this basic qualitative design, semistructured interviews were conducted with 12 ELA teachers across Grades 3-5. Data were analyzed using structural and pattern coding. The findings revealed five major themes: teachers were challenged with the (a) gaps in foundational reading skills of their students, (b) low student motivation, (c) limited access to instructional resources for struggling readers, (d) lack of ongoing and targeted professional development (PD), and (e) variable administrative and collaborative support across different schools. The results indicated that improving teachers’ instructional readiness to teach ELA and ongoing support could enhance reading outcomes for low-performing students. This study contributes to positive social change by providing actionable insights for district leaders and policymakers to design responsive PD and equitable support systems in high-poverty educational settings, which might benefit student learning.
Recommended Citation
Chandler, Keshiea Tamika, "Teacher Challenges in ELA Instruction for Low-Achieving Elementary Students in Urban Title I Schools" (2025). Walden Dissertations and Doctoral Studies. 18212.
https://scholarworks.waldenu.edu/dissertations/18212
