Date of Conferral
Researchers report that implementation of scripted reading programs has been inconsistent. Although administrators need to understand teachers' experiences with scripted reading instruction to make decisions about best practices for implementation of those programs, little research on those experiences exists. The purpose of this phenomenological study was to understand and describe teachers' lived experiences and self-efficacy when using a scripted reading program. Bruner's constructivist theory, the concept of pedagogical content knowledge, and self-efficacy theory were used to frame the study. Eight elementary teachers in Grades K-3 from the Mid-Atlantic region of the United States each completed 4 individual interviews. Template-based iterative analysis using open and axial coding resulted in 5 major themes: self-efficacy changes, confidence and lack of confidence, experiences with guided reading instruction programs, strengths of scripted learning, and weakness of scripted learning. The scripted nature of the programs allowed teachers to focus their time and energies on teaching and content and less on planning, which helped build confidence in their abilities. Teachers did modify the scripts to meet the needs of their individual students, especially ELL students. Findings suggested that as teachers grew professionally, though, scripted programs had the potential to stifle creativity. Implications include having teachers and administrators explore hybrid and flexible program options with opportunities for teacher choice. This study contributes to positive social change by informing educators and others of how teachers perceive and use scripted reading instruction in their effort to reach all learners in a climate of increasing accountability.