Date of Award

8-2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Tonya Thompson

Second Advisor

Kristen Levin

Third Advisor

Michael Rankins

Abstract

This study examined the development of a mastery-based Tier 2 reading and writing curriculum prototype designed to improve the coherence and consistency of literacy intervention in high-poverty educational settings. Using the Design Thinking process, stakeholder feedback from educators, administrators, instructional staff, and parents informed the development of the prototype through the Empathy, Define, Ideate, Prototype, and Test phases. The curriculum was evaluated by 15 education professionals through a mock implementation, usability survey, and focus group discussion. Findings suggested that participants perceived the prototype as practical, well organized, and supportive of more efficient and consistent Tier 2 literacy instruction, while also identifying professional development and implementation support as important for successful adoption. Although student outcomes were not measured, the findings indicated that the prototype showed promise as a framework for strengthening Tier 2 literacy intervention and supporting literacy instruction for students experiencing poverty.

Research Highlights

  • The Problem: Disadvantaged elementary students lack access to effective Tier 2 literacy interventions, resulting in persistent reading and writing underachievement.

  • The Method: The researcher applied Design Thinking methodology—incorporating empathy surveys, interviews, ideation, and prototyping—and evaluated the resulting curriculum with 15 education professionals through a mock simulation, usability survey, and focus group.

  • Quantitative Finding: The study evaluated 15 education professionals; 87% of participants reported spending at least one hour on intervention planning prior to the prototype; 80% believed the prototype reduced planning time to under one hour.

  • Qualitative Finding: Focus group participants reported that the prototype was clear, highly structured, and easy to navigate; participants identified professional development, leadership support, and alignment with existing Multi-Tiered Systems of Support (MTSS) as critical factors for successful classroom adoption.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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