The problem addressed by the study was to examine the effectiveness of the implementation of the Read 180 Universal reading intervention program for students who struggle with reading during the COVID-19 pandemic. The purpose of this case study was to describe teachers’ perceptions of the effectiveness of the implementation of the Read 180 program for elementary students in a grades 3-5 Georgia elementary school during the COVID-19 pandemic. A qualitative research paradigm has been used in the research described below.
A case study involved semi- structured interviews of 12 general ELA teachers in grades 3, 4, and 5. A thematic analysis of qualitative data was performed, providing insight into participants’ perceptions centered around the implementation of Read 180 during the COVID-19 pandemic. The study provides insight into teachers' needs for material and professional development when implementing Read 180 in other school districts. The study supports the need for policy and procedure change on the state, district, and school level involving how online programs are implemented during times such as the COVID-19 pandemic.
","abstract_html":"<p>The problem addressed by the study was to examine the effectiveness of the implementation of the Read 180 Universal reading intervention program for students who struggle with reading during the COVID-19 pandemic. The purpose of this case study was to describe teachers’ perceptions of the effectiveness of the implementation of the Read 180 program for elementary students in a grades 3-5 Georgia elementary school during the COVID-19 pandemic. A qualitative research paradigm has been used in the research described below.</p> <p>A case study involved semi- structured interviews of 12 general ELA teachers in grades 3, 4, and 5. A thematic analysis of qualitative data was performed, providing insight into participants’ perceptions centered around the implementation of Read 180 during the COVID-19 pandemic. The study provides insight into teachers' needs for material and professional development when implementing Read 180 in other school districts. The study supports the need for policy and procedure change on the state, district, and school level involving how online programs are implemented during times such as the COVID-19 pandemic.</p>","abstract_has_math":false,"creators":["Whitmire, Monika Nicole"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Robert Waller","Dr. Adam Kilcrease","Dr. Richard Rogers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-23T07:00:00Z","date_published":"2022-04-23T07:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Read 180","Covid-19","Teachers' Perceptions","Grade 3-5","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/467","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Robert Waller","Dr. Adam Kilcrease","Dr. Richard Rogers"]},{"key":"dc:creator","label":"Author","values":["Whitmire, Monika Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-04-26T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Read 180","Covid-19","Teachers' Perceptions","Grade 3-5","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/467"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The problem addressed by the study was to examine the effectiveness of the implementation of the Read 180 Universal reading intervention program for students who struggle with reading during the COVID-19 pandemic. The purpose of this case study was to describe teachers’ perceptions of the effectiveness of the implementation of the Read 180 program for elementary students in a grades 3-5 Georgia elementary school during the COVID-19 pandemic. A qualitative research paradigm has been used in the research described below.
A case study involved semi- structured interviews of 12 general ELA teachers in grades 3, 4, and 5. A thematic analysis of qualitative data was performed, providing insight into participants’ perceptions centered around the implementation of Read 180 during the COVID-19 pandemic. The study provides insight into teachers' needs for material and professional development when implementing Read 180 in other school districts. The study supports the need for policy and procedure change on the state, district, and school level involving how online programs are implemented during times such as the COVID-19 pandemic.
"]},{"key":"dc:title","label":"Title","values":["Teachers’ Perceptions on Implementing Read 180 During the Covid-19 Pandemic for Grade 3-5 Students in a Georgia Public School"]}]}],"canonical_facts":{"dc:contributor":["Dr. Robert Waller","Dr. Adam Kilcrease","Dr. Richard Rogers"],"dc:creator":["Whitmire, Monika Nicole"],"dc:date.available":["2022-04-26T07:00:00Z"],"dc:description.abstract":["The problem addressed by the study was to examine the effectiveness of the implementation of the Read 180 Universal reading intervention program for students who struggle with reading during the COVID-19 pandemic. The purpose of this case study was to describe teachers’ perceptions of the effectiveness of the implementation of the Read 180 program for elementary students in a grades 3-5 Georgia elementary school during the COVID-19 pandemic. A qualitative research paradigm has been used in the research described below.
A case study involved semi- structured interviews of 12 general ELA teachers in grades 3, 4, and 5. A thematic analysis of qualitative data was performed, providing insight into participants’ perceptions centered around the implementation of Read 180 during the COVID-19 pandemic. The study provides insight into teachers' needs for material and professional development when implementing Read 180 in other school districts. The study supports the need for policy and procedure change on the state, district, and school level involving how online programs are implemented during times such as the COVID-19 pandemic.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/467"],"dc:language":["English"],"dc:subject":["Read 180","Covid-19","Teachers' Perceptions","Grade 3-5","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Elementary Education","Language and Literacy Education"],"dc:title":["Teachers’ Perceptions on Implementing Read 180 During the Covid-19 Pandemic for Grade 3-5 Students in a Georgia Public School"],"thesis:degree_discipline":["Counseling, Foundations & Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:08Z"}