Teacher Perceptions of a Literacy Intervention Implementation in Middle School: A Case Study

<p>The purpose of this qualitative case study was to explore the perspectives of teachers at Oakridge Middle School regarding the implementation of a literacy intervention and evaluate its impact on students’ literacy achievement. The study was guided by the social learning theory, which posits that a literacy intervention program would enhance students’ literacy skills. The study findings indicated that the program improved students’ reading and writing confidence and comprehension abilities. The successful implementation of the literacy intervention was facilitated by teachers’ collaboration and the use of data trackers, despite challenges, such as student buy-in and motivation issues. Technology-based programs, such as Lexia and Achieve 3000, accelerated learning but were perceived as monotonous by students. The study underscores the importance of literacy interventions in middle schools and provides insights into effective strategies for implementation, including fostering teacher collaboration, incorporating engaging technology, and addressing student resistance. The findings indicated the need to enroll struggling students in such programs to enhance their literacy skills.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2024

Author dc:creator

• Maye, James E., Jr.

Contributors dc:contributor

• Jan G. Burcham, Ph. D.
• Erinn Bentley, Ph. D.
• Saoussan Maarouf

• Education

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/545

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1547