Middle School Teachers' Perceptions About Reading Achievement

Middle School Teachers’ Perceptions About Reading Achievement by Brenielle Williams Ed.S, Walden University, 2012 MA, Ashford University, 2010 BS, Jackson State University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2018 Abstract 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 evidencebased 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.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 evidencebased 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. Middle School Teachers’ Perceptions About Reading Achievement by Brenielle Williams Ed.S, Walden University, 2012 MA, Ashford University, 2010 BS, Jackson State University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2018 Dedication I dedicate this dissertation to my parents, Dan and Brenda Teacher, my brothers, Dandrick and Dan Jr., my grandparents, Will and Roxie Williams, my deceased paternal grandparents, Clyde and Willie Mae Teacher, and my deceased cousin, who was like the sister I never had, Shamekia Teacher Ellis. I thank you for all your unconditional love, encouragement, and support through this tedious doctoral journey. You were always so understanding, especially when I was extremely frustrated and overwhelmed. You cheered me on every step of the way, and I am eternally grateful for my support group. Dad and Mom, you were always so willing to just listen and to allow me to vent after countless hours of writing and working with very little rest. You always believed in me, and words will never be able to explain what that means to me. Dandrick, my twin, you have listened to never-ending conversations throughout the years about this dissertation. Each time, you would always give me an analogy about not giving up that lifted my spirits, and I thank you for the encouragement. DJ, after twenty years, I could not believe we were getting a baby brother. As your big sister, I hope that I have made you proud, and I hope that you will never give up on your dreams, because the sky is the limit. Grandma and Grandad, you always told me to look to God, and reach my destiny. Thank you so much for your support and encouragement and for being the pioneers of our family. Granny, I know you are having a praise party in heaven along with Pig, Tee, and Mekia. To be the first Dr. in our family, I am filled with humility, and I know that you are proud of me. From the top of my heart, I thank each of you who has supported me throughout this journey. I love you all. Acknowledgements I would like to take this opportunity to thank my committee, editor, participants, and school district who contributed greatly to this study. Dr. Shannon Walker, my committee chair, I am grateful for your expertise, knowledge, wisdom, and most of all, your bottle of patience as you have worked with me tirelessly throughout the years. I appreciate your guidance and insight throughout my dissertation journey. To my editor, PA, I appreciate your efforts in ensuring every line of this dissertation was executed with excellence. I am grateful for the school district to allow me to conduct research, and I am grateful for my ten participants who took time out their busy schedules to interview with me. Thank you so much for your willingness. I am eternally grateful for my support group. I would like to thank all my family, The Teachers’ and the Williams’, my friends, who are like family, and my church family. You encouraged me along the way, and you supported me throughout this process. Thank you for understanding when I could not make certain events because of the tireless number of hours I put into this dissertation. For all your encouraging words, love, and support, I am grateful beyond measure to call you my family. Thank you, Pastor Wicks, for sermon after sermon and prayer after prayer that encouraged me to be steadfast in this race. I pray that God blesses you tenfold. Finally, I give all the glory, honor, and praise to God. I magnify God for being constant in my life. Thank you, Jesus, for never leaving me, and for giving me the strength to endure something I never thought I would accomplish. Psalms 27: 13-14 states, “I had fainted, unless I had believed to see the goodness of the Lord in the land of the living. Wait on the Lord: be of good courage, and he shall strengthen thine heart: wait, I say, on the Lord. ” Thank you, God, for your grace and mercy, and for allowing me to complete this prestigious milestone.