Date of Award

2024

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education In Curriculum and Leadership Curriculum and Instruction

Department

Teacher Education

First Advisor

Jan G. Burcham, Ph. D.

Second Advisor

Erinn Bentley, Ph. D.

Third Advisor

Saoussan Maarouf

Abstract

The purpose of this qualitative case study was to explore the perspectives of teachers at Oakridge Middle School regarding the implementation of a literacy intervention and evaluate its impact on students’ literacy achievement. The study was guided by the social learning theory, which posits that a literacy intervention program would enhance students’ literacy skills. The study findings indicated that the program improved students’ reading and writing confidence and comprehension abilities. The successful implementation of the literacy intervention was facilitated by teachers’ collaboration and the use of data trackers, despite challenges, such as student buy-in and motivation issues. Technology-based programs, such as Lexia and Achieve 3000, accelerated learning but were perceived as monotonous by students. The study underscores the importance of literacy interventions in middle schools and provides insights into effective strategies for implementation, including fostering teacher collaboration, incorporating engaging technology, and addressing student resistance. The findings indicated the need to enroll struggling students in such programs to enhance their literacy skills.

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