Date of Conferral

12-3-2025

Date of Award

December 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Latrissa Neiworth

Abstract

Second-grade through fourth-grade teachers face challenges associated with implementing individualized reading instruction to address learning differences. A deeper understanding of teachers’ experiences can help inform future educational policies targeting educators who instruct struggling readers. The purpose of this qualitative study was to explore the experiences of elementary reading teachers who use individualized instruction to support diverse learners. The study was grounded in Tomlinson’s model of differentiated instruction, which served as the guiding conceptual framework. Using a basic qualitative design, this study’s central research question explored elementary teachers’ experiences with individualized instructional practices. Data were collected through open-ended semistructured interviews with eight second-grade through fourth-grade educators who implement customized strategies to assist students experiencing reading difficulties. Data analysis consisted of identifying patterns through second cycle and in vivo coding to determine categories and common themes that address the research question and four themes were identified: (a) filling gaps through foundational skills curriculum, (b) professional development to individualize instruction, (c) Support for diverse abilities and behaviors, and (d) demands of the classroom, state initiatives, and laws. These results have potential implications for positive social change by guiding stakeholders in the strategic development of support systems and resource allocation for teachers. Such efforts may improve teacher capacity and, in turn, enhance reading outcomes among diverse student populations.

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