Date of Award

3-2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Roger Mitch Nasser

Second Advisor

Jackie Ramey

Third Advisor

Raghib Muhammad

Abstract

In order to assess the impact of the Readers' Workshop on academic success and literacy progress of primary students in an urban Midwest primary school, the researcher conducted a study. Through this study, the researcher aimed to determine whether the implementation of the Readers' Workshop positively affected the academic and literacy progress of primary students in an urban setting. Student progress was analyzed by comparing their assessment scores and reading levels in fall 2022 and spring 2023. The study aimed to identify effective teaching practices that can be implemented to bridge the achievement gap between urban students and their counterparts. The findings of this study can serve as valuable guidance to both administrators and teachers. Throughout the 2022-2023 school year, the researcher analyzed kindergarten, first-grade, and second-grade students’ literacy progress and motivation to read. The researcher used a mixed-methods framework to understand the data thoroughly, allowing quantitative and qualitative data collection. The researcher took a comprehensive approach to their investigation, analyzing various quantitative and qualitative data sources by reviewing students’ pre- and post-assessment scores, reading levels, and reading motivation. The methodology included four classroom observations, five surveys, and four personal interviews to gain insight into teachers' perspectives on student learning and the impact of the Being a Reader Curriculum on academic progress. The quantitative analyses revealed significant differences in student literacy progress and reading motivation and several themes that assisted in constructing and comprehending participant responses. The quantitative data analysis of the hypotheses moderately aligned with the qualitative results, although there were no discernible differences in students’ motivation to read and literacy progress. There were some discrepancies between the quantitative and qualitative data. For example, even though some students were doing well on curriculum assessments and showing academic growth during progress monitoring, they were still struggling and performing at a basic or below basic level, according to the district assessment. One way to address the achievement gap is to ensure district assessments align with curriculum and instruction and implement resources that provide students with a solid foundation in phonics and phonemic awareness to support student learning. The research indicated that identifying effective strategies for managing and reducing classroom disruptions caused by behavioral issues is essential.

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