Structured Literacy: Teacher Understanding and the Instructional Implications for Reading Achievement
Structured Literacy: Teacher Understanding and the Instructional Implications for Reading Achievement
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Date
2022
Authors
Taeschner, Brandi Marie
Advisor
Neumerski, Christine M
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Abstract
Literacy is a critical life skill which impacts individuals and society. Knowledge to practice gaps in the field of education have existed for many years, specifically while teaching all students to
become proficient readers. The intention of this qualitative study is to explore teacher
understanding and perspectives about early literacy components used while instructing students
to read. In 2021, eight K-3 general education teachers from the focus school LEOES, a Targeted
Assistance Title I elementary school in southern Maryland, were interviewed and asked to
provide information about the current status of their literacy instruction. Teacher reported
information about evidence-based literacy practices implemented were explored to identify and
suggest future professional development needed to address low literacy achievement and
comprehensive literacy planning. As the literacy coach for this school, teacher input was
gathered about current early literacy instructional practices through individual interviews. The
self-reported instructional approaches described by the participating teachers were then
considered in relation to the six evidence-based components of Structured Literacy to determine
teachers’ understanding of these components and the challenges teachers identify which impact
foundational reading instruction. Participating teachers mostly named balanced literacy as the
literacy approach implemented with an emphasis on the five areas of reading. The Structured
Literacy components were not identified or described as critical components of daily literacy
instruction implemented at LEOES. Teachers identified challenges related mostly to curricular
weaknesses and student factors, rather than the daily instruction provided to students.
Implications for LEOES and District A were developed to build teachers’ awareness of the
invaluable impact of the classroom teacher to implement a proactive approach to literacy
instruction using the evidence-based components and guiding principles of Structured Literacy.