BUILDING A FIRM FOUNDATION: IDENTIFYING THE MOST EFFECTIVE KINDERGARTEN TO SECOND-GRADE LITERACY INSTRUCTIONAL PRACTICES THAT LEAD TO THIRD-GRADE READING SUCCESS

Abstract

Recent data from the National Assessment of Educational Progress (NAEP) has revealed a concerning trend- a decline in elementary school students’ reading proficiency scores nationally. This suggests that these students are not making the expected progress in reading. The National average of fourth-grade public school students who performed at or above NAEP Proficient in reading in 2024 was 30 percent, a two-percentage-point drop from 2022 (NAEP Reading: National Average Scores, 2024.) This decline in reading proficiency has profound implications, as research indicates that students who are not proficient readers by the end of third grade face several negative societal impacts. In the report, Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation, Donald J. Hernandez stated, “One in six children who are not reading proficiently in third grade fail to graduate from high school on time, four times the rate for children with proficient third-grade reading skills” (Hernandez, 2011, p. 6). This failure to read also disproportionately affects students in poverty, Black and Brown students, and English-language learners (ELLs; Hernandez, 2011). Therefore, there is a growing need for educators to take measures to promote reading proficiency, specifically for third graders, ensuring they can grow to be positive contributors to society and the global economy. For this Doctoral Capstone in School System Leadership, the researcher generated a Problem of Practice (PoP) related to literacy in the compulsory elementary grades leading to third grade, particularly in the context of a post-COVID-19 educational landscape. The PoP statement, in alignment with the lack of reading proficiency in the Maryland district, states: “Over 65% of students in District A cannot read proficiently by the end of third grade.” The researcher sought to answer two research questions: 1) What do teachers of K−2 students in District A report as the most effective instructional strategies and reading approaches to promote reading achievement? 2) Do teachers in District A report that the impact of the COVID-19 pandemic played a role in the selection of reading strategies to support student reading achievement? If so, what was the impact and the resulting instructional strategies they chose to implement? The researcher proposed the implementation of focus groups to identify literacy strategies that kindergarten, first, and second-grade teachers, whose students had above-average assessment growth, reported as the most effective. The intention was to examine a particular theory of improvement: If stakeholders want to increase the percentage of third-grade students demonstrating proficiency on the English Language Arts MCAP in one academic year, they should focus on improving instructional strategies in K−2 through targeted professional development. The best way to do this is to provide practical, research-based pedagogical practices to teachers in K−2. This exploratory research study utilized a mixed methods approach, using quantitative data to identify teachers whose students demonstrated significant growth. A qualitative approach was then used to gather the data from the teachers in the form of three homogenous focus groups separated by grade level. This study found that effective literacy strategies for K-2 students are both grounded in instructional content as well as teacher mindsets and approaches to teaching. Some of the content-based strategies teachers reported were prioritizing the instruction of foundational skills, using visual and concrete tools, and balancing electronic platforms and digital resources/technology with more traditional versions of instructional material. Teachers also reported the importance of being flexible, adaptable, and consistent, as well as the ability to differentiate instruction, assess students often, and establish home-school connections. Both the teachers and the researcher made recommendations based on these findings. The researcher will share these findings with districts to suggest that they examine their systems and structures, find ways to implement the strategies in teacher professional development, and provide an environment that will promote their successful implementation.