Third-Grade Teachers' Perceptions of Balanced Literacy

Third-Grade Teachers’ Perceptions of Balanced Literacy by Kimberly S. Harrison MA, Columbia College, 2007 BA, Columbia College, 2003 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2017 Abstract In response to fourth grade students’ performance on the National Assessment of Education Progress reading test, states across the nation have enacted laws which stipulate third-grade students achieve reading proficiency in order to be promoted. With the passage of the South Carolina Read to Succeed Act 2014, school leaders in an urban school district implemented a balanced literacy framework to address 3 grade students’ low reading achievement. Approached from a constructivist framework, the purpose of this qualitative case study was to present 3 grade teachers’ perceptions of the balanced literacy framework with regard to students’ reading achievement. Vygotsky’s theories of zone of proximal development and scaffolding served as the framework guiding the study. For this study, 5 3rd-grade teachers from elementary schools within the same urban district in South Carolina participated in one-on-one interviews, observations, and a focus group. The data analysis consisted of coding to categorize participants’ responses for emerging themes and summarize teacher perceptions. Three major themes emerged: (a) Implementing Balanced Literacy to Promote Reading Achievement, (b) Teachers’ Perceptions Affected Reading Outcomes, and (c) Challenges to Balanced Literacy and Professional Development Needs. Subsequently, a 3-day professional development was developed for 3rd-grade teachers that focused on effectively implementing the balanced literacy framework to increase reading achievement. This study can promote social change by increasing teacher expertise in implementing the balanced literacy framework, increasing reading achievement, and positively impacting students’ school success and college and career readiness.In response to fourth grade students’ performance on the National Assessment of Education Progress reading test, states across the nation have enacted laws which stipulate third-grade students achieve reading proficiency in order to be promoted. With the passage of the South Carolina Read to Succeed Act 2014, school leaders in an urban school district implemented a balanced literacy framework to address 3 grade students’ low reading achievement. Approached from a constructivist framework, the purpose of this qualitative case study was to present 3 grade teachers’ perceptions of the balanced literacy framework with regard to students’ reading achievement. Vygotsky’s theories of zone of proximal development and scaffolding served as the framework guiding the study. For this study, 5 3rd-grade teachers from elementary schools within the same urban district in South Carolina participated in one-on-one interviews, observations, and a focus group. The data analysis consisted of coding to categorize participants’ responses for emerging themes and summarize teacher perceptions. Three major themes emerged: (a) Implementing Balanced Literacy to Promote Reading Achievement, (b) Teachers’ Perceptions Affected Reading Outcomes, and (c) Challenges to Balanced Literacy and Professional Development Needs. Subsequently, a 3-day professional development was developed for 3rd-grade teachers that focused on effectively implementing the balanced literacy framework to increase reading achievement. This study can promote social change by increasing teacher expertise in implementing the balanced literacy framework, increasing reading achievement, and positively impacting students’ school success and college and career readiness. Third-Grade Teachers’ Perceptions of Balanced Literacy by Kimberly S. Harrison MA, Columbia College, 2007 BA, Columbia College, 2003 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2017 Acknowledgments I would like to thank God for his presence throughout this journey, for the strength to push forward and see this process through until it is complete, and for sending the right people in my life when I needed them. Next, I have to thank my family and friends for their love and encouragement throughout my doctoral work. In addition, I appreciate the direction and support from Dr. Jennifer Brown and Dr. Janelle BraunMonegan as well as my dissertation committee: Dr. Sara Rofofsky Marcus. Additionally, I want to thank the teacher participants of this study; your cooperation made my dreams reality!