Date of Award
7-2025
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Tonya Thompson
Second Advisor
Lynda Leavitt
Third Advisor
Bethany Alden-Rivers
Abstract
Having educated and knowledgeable classroom teachers in reading instruction is a key tool in changing the dynamics of the struggling readers in schools. Being able to lead reading instruction in both whole and small group ensures students are able to learn and build reading strategies and skills to be implemented during whole group and independent time, where text is utilized with grade-level expectations. Utilizing explicit small group instruction can have a positive effect on student achievement and success. Research has shown that “guided reading makes it possible for students to effectively process an appropriate text every day, expanding their reading powers through supportive teaching that enables them to gradually increase the difficulty level at which they can read proficiently” (Fountas & Pinnell, 2010). Believed by the scholar researcher, once the classroom teacher can be trained and informed of the best practices and strategies to use during small group instruction, students can be explicitly taught skills and strategies with text and resources on their cognitive level to better perform during whole group instruction where text is at the designated grade level. The problem addressed in the study emphasizes the lack of resources, whether it be building and district-wide professional development, tangible instructional materials to utilize, a veteran teacher and/or reading specialist to collaborate with for guidance, to best meet the needs of the struggling teacher.
Recommended Citation
Utt, Ashlee, "A Qualitative Study Utilizing the Design Thinking Process to Structure and Organize for Small Group Reading Instruction in Third, Fourth, and Fifth Grade" (2025). Dissertations. 799.
https://digitalcommons.lindenwood.edu/dissertations/799