Theses and Dissertations
Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Gloria Kieley
Committee Member
Gary Reglin
Committee Member
Kimberly Durham
Keywords
academic demands, academic expectations, certified teachers, community factors, declining reading achievement, elementary school students, emotional well-being, family involvement, fifth-grade students, fourth-grade students, home factors, instructional challenges, instructional constraints, instructional practices, instructional resources, literacy development, qualitative instrumental case study, qualitative research, reading achievement, reading difficulties, reading engagement, reading performance, rural elementary school, rural schools, school resources, southern state, student motivation, student outcomes, systemic support, teacher attitudes, teacher perceptions
Abstract
The purpose of this qualitative instrumental case study was to explore teachers’ perceptions of the factors contributing to the decline in reading achievement among fourth- and fifth-grade students in a rural elementary school in a southern state. The study explored teachers’ perceptions of the causes of declining reading performance, the instructional challenges they encounter when addressing reading difficulties, and the resources and supports they believe are necessary to improve student outcomes.
Data were collected through semi structured interviews with eight certified fourth- and fifth-grade teachers. Five themes emerged from the data: (a) increasing academic demands reveal foundational reading gaps, (b) student motivational and emotional needs affect reading engagement, (c) instructional constraints limit teacher’s ability to address reading needs, (d) home and community factors influence literacy development, and (e) increased instructional resources and systemic support are needed to improve reading outcomes. The findings indicated that declining reading achievement is influenced by academic expectations, student motivation, emotional well-being, instructional practices, family involvement, and the availability of school resources.
NSUWorks Citation
Brigetta Foules-Sims. 2026. Teachers’ Perceptions of the Decline in Reading Scores Among Fourth- And Fifth-Grade Students. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (1221)
https://nsuworks.nova.edu/fse_etd/1221.