ABSTRACT

Title of Dissertation: INCREASING READING ACHIEVEMENT AND NARROWING THE READING ACHIEVEMENT GAP FOR STUDENTS WITH DISABILITIES THROUGH EFFECTIVE EVIDENCE-BASED CORE INSTRUCTION, EARLY IDENTIFICATION & PREVENTION AND TIERED INTERVENTIONS

	Christina M. Harris, Doctorate of Education, 2021 

Dissertation directed by: Dr. Margaret McLaughlin, College of Education

Many students, especially students with disabilities are underachieving in reading. Early evidence-based literacy instruction implemented in kindergarten and first grade is critical for providing the necessary foundation for learning to read. The status of kindergarten and first grade literacy instruction impacts the goal of ensuring students are reading by grade three and sets the trajectory for future academic success.
This study focused on determining the status of evidence-based early literacy instruction in K-1 classrooms in District C through surveying teachers regarding their knowledge and skills in teaching reading and their use of instructional practices. Observations during literacy instruction in a sampling of classrooms in the district focused on implementation of key practices aligned with structured literacy. The investigation of teacher knowledge of evidence-based literacy instructional practices and the status of implementation of evidence-based literacy instruction in K-1 classrooms will help to inform teacher professional development so that early evidence-based literacy instruction is implemented in core instruction in the most critical grades which will improve reading achievement for all students, including students with disabilities.
The research study was guided by these questions: 1. To what extent do teachers in grade K-1 classrooms report having the knowledge and skills to teach all students using evidence-based early literacy practices in the five areas of reading? 2. What challenges to implementing evidence-based early literacy practices do K-1 teachers report? 3. To what extent do a sample of K-1 teachers demonstrate evidence-based literacy practices aligned with key principles of structured literacy? Based on the survey results, the majority of teachers rated having about average to high levels of knowledge with teaching the 5 areas of reading but rated lower teaching reading to struggling readers and students with disabilities. Teachers rated highest their knowledge/skills in teaching phonemic awareness and phonics and rated lowest for vocabulary. Teachers reported the most prevalent instructional practices used are teacher demonstrations/modeling and guided practice and the most prevalent grouping approach is whole class. Classroom observation results indicated that teachers are implementing evidence-based instructional practices, but with varying frequencies including high rates of teacher modeling and low practice opportunities for students.