Date of Conferral

10-21-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

John Flohr

Abstract

While the Language Essentials for Teachers of Reading and Spelling (LETRS) professional development provided elementary teachers with a new form of instruction, third-grade reading scores remain below proficiency levels on the Alabama state test. Guided by Vygotsky’s theory of social constructivism, the purpose of this basic qualitative study was to explore elementary teachers’ challenges of implementing LETRS in a local Alabama school district. Two research questions addressed the challenges of and suggestions for implementing LETRS. Data were collected through semistructured interviews with 10 elementary teachers in local school districts who were trained in LETRS, implemented LETRS in classroom instruction, and recognized the relationship between the Science of Reading (SoR) and LETRS. A thematic analysis was conducted using structural, descriptive, and in vivo coding. Results indicated that elementary teachers faced several challenges including: the void of SoR during college, the difficulty balancing LETRS and instructional time, the absence of in-person training, and the need for collaboration and sufficient resources. Participants provided a variety of suggestions and additional resources that were needed to address the challenges of implementing LETRS. Findings were used to develop a 3-day professional development designed to educate teachers on the challenges, suggestions, and resources to effectively implement LETRS. The potential for positive social change is determined by the beliefs and investments that schools and districts make to support teachers in the implementation of LETRS to enhance literacy in Alabama.

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