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
Roslyn Doctorow
Committee Member
Linda Gaughan
Committee Member
Kimberly Durham
Keywords
differentiated instruction, explicit instruction, guided reading, leveled literacy intervention, Multi-Tiered System of Supports (MTSS), Tier 1 (T1), Tier 2 (T2), Tier 3 (T3)
Abstract
This generic qualitative dissertation explored elementary teachers’ perceptions and experiences of implementing Tier 1 differentiated reading instruction within a Multi- Tiered System of Support (MTSS) framework. Establishing effective systems and supports for comprehensive reading instruction in the Tier 1 classroom is a critical component of MTSS. Given the range of structures required, including instructional routines, resources, and ongoing professional development, it is important to understand how teachers navigate the challenges of differentiating reading instruction. The purpose of this study was to examine how teachers implement differentiation during core reading instruction, the challenges they encounter, and the role of professional learning and school-based structures in supporting their instructional practices.
The researcher designed a semi-structured interview protocol to explore the professional development teachers received related to differentiated instruction, the strategies and intervention methods they use, and the challenges they encounter when differentiating Tier 1 reading instruction. The study was guided by the main research question, ‘How do elementary teachers perceive and experience differentiating Tier 1 reading instruction within an MTSS framework?’
Analysis of the interview data revealed that the implementation of MTSS requires coordinated school-wide systems and supports to effectively sustain Tier 1 instruction. Findings indicated that teachers differentiated T1 reading instruction through the use of ongoing assessment, flexible grouping, and instructional scaffolding; however, implementation varied across classrooms. Teachers frequently relied on self-directed learning, collaboration with colleagues, and guidance from the core reading program due to limited targeted professional development. Participants described challenges related to the wide range of student reading abilities, the need to establish student independence to support small-group instruction, and uncertainty in instructional decision-making. At the same time, school-based structures, including protected literacy time, data team meetings, and support from intervention staff, were identified as important factors supporting differentiation efforts.
NSUWorks Citation
Ivonne Ciresi. 2026. Elementary Teachers’ Perceptions of Differentiating Tier 1 Reading Instruction Within a Multi-Tiered System of Support Framework. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (1113)
https://nsuworks.nova.edu/fse_etd/1113.