American Samoa, a U.S. territory, has grappled with low reading scores similar to other mainland schools. As a result, different reading interventions were implemented over the years. The problem studied was that despite using Achieve 3000 as a reading intervention for students in the local high school in American Samoa, reading scores had…

This research seeks to determine the possible impact the use of mandated scripted curriculum has on veteran teachers' professional identity. This qualitative study used an interpretivist lens and a narrative methodology. Narrative inquiry (Connelly & Clandinin, 1988) will be used to understand veteran teachers' professional identities as…

Reading on grade level by the third grade is such an important skill for children to acquire for success in elementary school and beyond. National literacy rates show that only about one in three American students perform at or above grade level in English Language Arts. The ABCUSD has approximately 4,000 teachers in the system. It is unlikely…

Early reading skills are strongly associated with long term academic and life achievement. Despite the recognized importance of literacy, indicators point to a literacy crisis in the United States. Research and policies have highlighted the necessity of selecting reading programs with documented effectiveness and implementing them with fidelity.…

In 2019, declines in reading achievement across Texas motivated changes for teacher recertification, which required 60-hour professional development in the science of teaching reading (STR). The problem this study addressed was the challenges K-Grade 3 reading teachers encountered when implementing the recently adopted Reading Academy content at a…

Parent-Child Reading Program (PRP) was an intervention program designed by Ms. Dai, who was a Chinese teacher at Future School in China, to promote reading literacy among elementary students. Program participants included the teacher in the PRP (Ms. Dai) and the parents of students who participated in the program. The goal of this program was to…

READ 180 was adopted by a school district in Southern Alabama (SDSA) in response to students' low state reading and comprehension scores statewide. However, after years of implementation, it is unclear whether the READ 180 curriculum and the instructional practices characteristics of the READ 180 have been implemented with fidelity across district…

The purpose of this study was to evaluate the implementation of the "Phonics First"® program within one district to inform district level curriculum team decisions and program planning moving forward. As a level 4 Directed State Support district, the studied district was looking for ways to close the achievement gap and raise overall…

Quality instruction and teacher effectiveness matter, but there is limited research to inform how to best support teachers in their efforts to boost student reading outcomes (Clark et al., 2016). Existing research suggests that literacy coaching can be effective it is (a) content specific (e.g., coaching on a specific program) and (b) focused on…

Students who struggle to read at an early age are likely to continue struggling for not only the rest of their schooling, but the rest of their lives. Schools need to begin adopting research-based reading programs and measuring their effectiveness formatively throughout the school year. Research suggests that effective reading programs need to…

Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students' reading levels…

Reading is at the heart of education and it is the basic skill upon which all others are built. Reading difficulties underlie much of the differences in academic achievement between students with specific learning disabilities in reading and non-disabled students; addressing these challenges when children are young is the key for long-term success…

Not all children begin primary school equally prepared to learn to read. Compared to children from higher-income homes, children from lower-income homes often display fewer emergent literacy skills. Children with disabilities also face substantial challenges in developing emergent literacy skills and learning to read. The evidence-based practice…

Response to Intervention (RTI) is defined by the National Association of State Directors of Special Education (NASDSE) as the practice of providing high-quality instruction and intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (2007). Both IDEA 2004 and the…

The Foundations of Reading course and the Direct Instruction reading program Corrective Reading are components of literacy instruction designed to meet the needs of struggling adolescent readers. An evaluation of the program's effectiveness within the district has not been conducted, and the impact on student achievement was unknown. The purpose…