Mississippis low rate of literacy has been the focus of concern for educators and policy makers for many years. At the same time the National Reading Panel (National Institute of Health, 2000) was attempting to resolve the issue of which methods were most effective in teaching children to read by conducting a meta-analysis of reading research, Mississippi was developing a reform model, the Mississippi Reading Reform Model (MRRM), to raise the reading achievement of its students. In 2000 James Barksdale, founder of Netscape, donated one hundred million dollars to Mississippi and founded the Barksdale Reading Institute (BRI) in order to assist in the implementation of the MRRM and, ultimately, raise the literacy rates in Mississippi. In 2006 BRI initiated a reading reform model in the form of demonstration classrooms. Core reading instruction for kindergarten and first grade students at-risk for reading failure in the demonstration classrooms was provided by the Barksdale Literacy Teachers (BLTs). Reading interventions were provided for kindergarten through third grade students in the demonstration classrooms by the BLTs and an Intervention Specialist (IS). Reading methods and strategies promoted by the NRP formed the basis of instruction in the demonstration classrooms. The subject of this qualitative study is the experiences of 12 BLTs as they implemented demonstration classrooms across Mississippi. The researcher investigated the BLTs? personal experiences as they worked with students, predominantly African Americans and from low-socioeconomic communities. The Read Well program was used in the classrooms as a means of ensuring the use of NRP promoted methods. Research findings reveal the problems associated with teaching struggling readers who are also living with the effects of poverty. BLTs described their use of a scripted commercial program and problems the program posed for their students as speakers of African American Vernacular English.

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Doctor of Philosophy / Department of Elementary Education / Marjorie Hancock / A portion of the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), Response to Intervention (RtI), aims to prevent unnecessary student placement in special education. The intent of RtI is to provide all students with effective classroom instruction first and afford low-performing students with increasingly intensive, individualized interventions (Fuchs, Fuchs, & Vaughn,2008). Although there is considerable information available in regard to the effectiveness of the multi-tiered model of the Response to Intervention approach to deliver intervention services to struggling readers (Speece & Walker, 2007), very little is known about implementing RtI in the schools (Allington, 2009). This qualitative, exploratory, collective case study was conducted during the fall/spring semesters of the 2009/2010 school year between November 16, 2009 and February 26, 2010. This study investigated how three kindergarten classroom teachers, located in two elementary schools, delivered Tier 2 literacy instruction to kindergarten struggling readers within the Response to Intervention model in the classroom setting. Multiple data sources were gathered from interviews with administrators and teachers, guided conversations with students, classroom observations and field notes, and documents/artifacts. Data were collected and analyzed during three phases of the study. This study’s findings established that in the new era of Response to Intervention (RtI), teachers were able to apply literacy instructional approaches and pedagogy based on their teaching philosophy to address the needs of at-risk struggling readers within the kindergarten classroom environment. However, data analysis revealed dissimilar perceptions of the three case study teachers regarding their roles and responsibilities teaching literacy within the Response to Intervention approach which influenced how they delivered Tier 2 intervention instruction. The three classroom teachers utilized the modeled, shared, and guided approaches to literacy instruction and provided lessons in phonemic awareness and phonics during Tier 2 small group literacy interventions. In addition, the data collection and analysis identified three pedagogies which occurred during Tier 2 instruction: 1) monitoring of learning; 2) encouraging and supportive learning environments; and 3) feedback and reinforcement. Data analysis also revealed the student participant benefits included positive attitudes towards reading, students’ perception of themselves as self-confident and motivated readers, development of an emerging love of reading, and enjoyment of practicing their reading skills in small groups.

This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in independent schools. There were 16 participants from three sites included in the study: six students, seven parents, and three learning specialists. The research questions guiding this study included: (1) What are the perspectives of students on the impact of the learning center experience in regard to reading development? (2) How does the child's discernment of how he or she is perceived academically by his or her reading teacher contribute to/hinder the process of learning to read? (3) How does a child's sensitivity to being identified as needing extra support in learning to read affect/support the experience? (4) What do students, parents, and teachers think about learning centers? (5) How do children perceive reading teacher effectiveness and successful reading instruction? (6) How does a child's perception of a model of reading intervention inform the planning of teachers, interventionists, and reading specialists? (7) What do students think about the activities they participate during learning center time? Literature reviewed for the study included the existence of the reading problem in the United States, models of reading intervention, strategies shown to accelerate reading growth, teacher knowledge, and student perspectives. Data was collected in the form of interviews and observations, and was reviewed in consideration of narrative inquiry, typological analysis, and polyvocal analysis. All participant responses were considered across cases with specific attention given to the guiding research questions. The six students interviewed believed that their participation in the learning center helped them in some way. Some of them were able to verbalize what was helpful, while others provided few details. Nonetheless, the student participants offered specific recommendations on how to improve the learning center structure. Parent interviews shored up varying perspectives and recommendations for ways that the structure of the learning center should remain the same and also how it should change. Finally, learning specialists shared their views and experiences and added a richer understanding to the study in general. Three major themes emerged from the data. First, that students and parents attach a stigma to resource support. Second, that students and parents feel like they had to give something up because of their participation in the learning center. And third, methodological issues on the structure of the interviews were raised. Findings and current research were connected, and considerations for future research were made.

The purpose of this qualitative study was to investigate and examine specific kindergarten through third grade practices perceived as contributing to literacy achievement at 3 high-achieving elementary schools within the Washington County Virginia Public School System. The study was completed through a process of open-ended interviews with participants comprising classroom teachers, reading specialists, and administrators. The findings from this study may assist practitioners by providing information relative to programs, resources and instructional strategies that are perceived as contributing to literacy achievement. The findings of this study suggested that the perceptions among classroom teachers, reading specialists, and administrators regarding literacy practices were parallel. In summation, the participants’ perceptions included a balanced approach to literacy instruction with an emphasis on the following: phonics acquisition in kindergarten through second grade; a focus on explicit comprehension instruction beginning in third grade; development of vocabulary to increase background knowledge and comprehension; frequent opportunities for independent reading practice; targeted instruction in small-group and one-on-one settings; and the use of supplemental literacy and assessment resources. Recommendations from this study included the consideration of providing balanced literacy instruction in kindergarten through third grade; an emphasis on phonics skills in kindergarten through second grade, and an emphasis on comprehension skills beginning in third grade; frequent and consistent guided and independent reading time within the classroom setting; an increased emphasis on vocabulary development; the provision of targeted small-group and one-on-one instruction; and the use of supplemental literacy and assessment resources.

Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting factors in student literacy, and suggestions about improving literacy teaching. Ten middle-grade teachers from 3 district schools participated in semi-structured interviews on research-based instructional strategies, methods, and curriculum materials. Data from interviews and observations of teacher meetings were coded and analyzed thematically. Key findings included a lack of teacher knowledge about some evidence-based literacy instruction methods and uncertainty about the evidence supporting instructional methods. Administrative issues also emerged that impeded literacy instruction. The outcome of this study was a presentation to district administrators and a 3-day professional development (PD) program for teachers, with content tailored to address the needs of teachers in the 3 schools. This study fills a gap in the literature regarding the classroom use of evidence-based practices in schools with struggling students. The study provides a blueprint to help teachers improve their literacy instruction competency and ultimately improve the literacy skills of the students in this district.

Identifying an effective instructional strategy to remediate struggling readers is a goal for educators. Differentiated instruction (DI) has received much attention as a possible strategy to rectify literacy problems, but quantitative research on its effectiveness is limited. This quantitative study used a quasi-experimental, nonequivalent, pretest-posttest design to determine if DI provided a significant difference in reading comprehension scores between struggling readers instructed with DI strategies and students instructed with whole group strategies. Philosophies grounded in cognitive constructivism constituted the theoretical framework for this study which examined the archival STAR reading assessment pre- and posttest instructional reading level scores of 120 regular education 4th graders enrolled in a Title I school during the 2012 - 2014 school years. According to the 1-way analysis of covariance, the difference in post mean scores of the 2 groups was not significant, although the standard deviation for both groups were high, suggesting that students' learning was connected to unexamined intra-individual differences rather than teaching method. Results and recommendations from this study might inform educators and stakeholders on the approaches to remediate struggling readers and the strategies to secure effective tutors for extended school hours and parental workshops. Addressing the needs of diverse learners in today's classrooms will help promote social change by decreasing the achievement gap that persists between struggling and proficient readers and increasing the number of students prepared to compete in a global society.

In a Title I school located in a southeastern state, 60% of 3rd grade students are reading below grade level. The state's new reading initiative ties grade promotion to 3rd grade students reading on grade level. At the study site, administrators identified audio books as a possibly helpful reading tool. Vygotsky's zone of proximal development theory, which holds that learners can learn new skills more readily with guided assistance, framed this study. The purpose of this quantitative, comparative design study was to explore the associations between the use of audio books and the reading levels of 3rd grade struggling readers. Research questions were used to compare the reading levels of struggling readers who use audio books with the reading levels of: (a) struggling readers reading silently, (b) at or above grade level readers who read with audio books, and (c) at or above grade level readers who read silently. Two 3rd grade classes were selected, with 25 students using audio books and 25 students reading silently, to participate in this project. Scores from the AR and from the pre- and posttest STAR assessments over a 9-week period were analyzed and compared using an independent samples t test to explore associations between the use of audio books and the comprehension and reading levels of the participants. Analysis of the results showed that the use of audiobooks was not significantly related to increased reading or comprehension levels for struggling readers. Significant improvements in reading comprehension were shown for students reading at or above grade level that read silently or used audio books. Based on the findings, a professional development project for teachers providing research-supported reading strategy instruction was developed. The findings may lead to improvements in instructional practices by encouraging the use of research-based reading strategies, which could promote positive social change by supporting greater academic success for elementary students through improved reading comprehension.