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

Sandra Duncan

Committee Member

Ronnie Hunter

Committee Member

Kimberly Durham

Keywords

at-risk students, differentiated instruction, early intervention, English Language Learners, individualized education programs, instructional coaching, literacy, Literacy Leadership Teams, parental support, professional learning, qualitative research, reading, reading instruction, reading proficiency, school improvement, small group instruction, student motivation, teacher capacity, teacher perceptions, third grade, Title I schools, thematic analysis

Abstract

This applied qualitative dissertation was constructed to provide insight into the experiences of teachers who provide reading instruction for third grade students at the target school. Seven teachers engaged in semi structured interviews that sought to examine their perceptions on their abilities in teaching reading instruction, their perception on school supports, their perceptions on reading proficiency and factors that contribute to it. Additionally, comprehensive reading plans, published by the state of Florida, were examined to further understand the perceptions of teachers alongside district intended approach for reading instruction.

Thematic analysis of data revealed eight key themes including gaps in foundational reading skills and professional learning and coaching. An analysis of the data revealed that reading proficiency is highly influenced by differentiated teaching practices and early intervention for students who are at risk of retention. However, challenges such as lack of student motivation and instructional inequalities were barriers to effective reading instruction. Despite barriers, participants emphasized a deep commitment to providing effective practices such as small group instruction.

Overall, the study indicated that the overall reading proficiency in a Title I school can be positively impacted by a combination of increasing student motivation, increasing parental support, and strengthening teacher capacity in response to schoolwide student data. The findings suggest teachers need additional support for students with varying needs such as English Language Learners and students who have individualized Education Plans. Additionally, the findings suggest strengthening school-based systems such as Literacy Leadership Teams to significantly strengthen reading outcomes. This solution will encourage school teams to analyze reading data, set goals and work collectively to achieve them.

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