Date of Conferral

1-5-2026

Date of Award

January 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Glenn Penny

Abstract

The research problem addressed in this basic qualitative study was the inconsistent use and implementation of teacher read-alouds among fourth- and fifth-grade teachers in an urban district. Guided by Clark and Peterson’s cognitive process teacher model, Rumelhart’s schema theory, and Gough and Tunmer’s simple view of reading, the purpose of this project study was to explore teachers’ experiences and perceptions regarding their use of read-alouds as part of their regular reading instruction. Two research questions were developed to explore teachers’ experiences of the support received for using the read-aloud. Semistructured interviews were conducted with 10 fourth- and fifth-grade teachers. Data were analyzed through thematic analysis and inductive coding to generate themes. Teachers revealed multiple barriers such as curriculum requirements, negative perceptions, and time constraints, but expressed the desire for training. Needed training areas were structured support in integrating the read-aloud into their daily instructional routines, selecting appropriate resources aligned with content-area demands, and accessing opportunities to observe peer modeling to enhance their confidence and implementation of the practice. Based on these needs, a three-day professional learning course was proposed. This research has the potential to promote positive social change by improving teacher implementation of read-alouds and contributing to stronger reading proficiency among students prior to their transition to middle school.

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