Date of Conferral
The problem addressed in this study was the lack of effective literacy interventions for the development of reading skills for primary students who are at-risk for dropping out of high school. The purpose of this study was to examine early literacy instruction by exploring the insights and perspectives of primary educators who participated in a literacy intervention program known as the supporting literacy model. The conceptual framework was based on sociocultural learning theory and self-efficacy theory. The main research question for this qualitative multiple case study addressed the experiences of teachers and instructional coaches who implemented the supporting literacy model. Purposive sampling was used to identify 8 educators who taught kindergarten through 2nd grade in the literacy intervention program. Data were collected through semistructured interviews, a reflective journal topic response, and curriculum artifacts. The data were analyzed through thematic inductive analysis using the cross case analysis to identify codes, patterns, and emerging themes that described these educators’ experiences. The results of this study indicated that the teachers were confident in their abilities to implement a differentiated literacy curriculum into their classroom. Additionally, they described intensive, ongoing professional development that supported their work with students and provided them with the skills and knowledge to implement an innovative early literacy program. The implementation of effective early literacy interventions may decrease the risk of high school dropout and support student success beyond graduation.
Callaway, Stephanie, "Understanding Teachers’ Experiences Implementing an Innovative Early Literacy Program" (2020). Walden Dissertations and Doctoral Studies. 8517.