Date of Conferral

4-21-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Ryan Theroux

Abstract

The problem investigated through this study was that early childhood educators struggle to help students with literacy acquisition skills in a Title 1 elementary school. The purpose of this qualitative study was to investigate early childhood educators’ experiences with the challenges of teaching literacy acquisition skills and their suggestions for improving resources and training for teaching literacy acquisition skills. The study was grounded in Clay’s emergent literacy theory and Bronfenbrenner’s ecological systems theory. For this basic qualitative design, semistructured interviews with 14 participants were conducted with the following themes emerging: Early childhood educators were challenged due to (a) students’ background and foundational learning gaps (b) restrictive curriculum requirements that do not allow for flexibility to meet students’ needs (c) a lack of parental support (d) instructional support and resources that were not aligned to students’ instructional needs and (e) the need for professional development and training that was focused on one instructional resource. Based on these findings, a 3-day professional development workshop was developed which focuses on teaching and practicing specific literacy acquisition skills. The implications for positive social change are that when educators are equipped and empowered with the skills to teach effectively, they drive transformative change within their classrooms and beyond. In addition, students gain strong literacy skills which are the essential foundation for lifelong achievement, expanded opportunities, and the power to shape their own futures.

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