This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception surveys. Qualitative data included rubric-scored student Thinking Maps® artifacts and semi-structured teacher interviews. Quantitative results indicated statistically significant gains in student achievement across grade levels and content areas, with large effect sizes observed in most comparisons. Qualitative findings revealed improvements in students’ comprehension, organization, and synthesis of information, as well as increased student engagement and metacognitive awareness. Teachers reported increased confidence, instructional clarity, and consistency in literacy instruction over time. Integrated findings suggest that Thinking Maps® supported both measurable literacy outcomes and equitable instructional practices. The results indicate that structured Thinking Maps®, when supported through sustained professional learning, may serve as an effective literacy intervention for diverse learners in the middle grades.
","abstract_html":"<p>This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception surveys. Qualitative data included rubric-scored student Thinking Maps® artifacts and semi-structured teacher interviews. Quantitative results indicated statistically significant gains in student achievement across grade levels and content areas, with large effect sizes observed in most comparisons. Qualitative findings revealed improvements in students’ comprehension, organization, and synthesis of information, as well as increased student engagement and metacognitive awareness. Teachers reported increased confidence, instructional clarity, and consistency in literacy instruction over time. Integrated findings suggest that Thinking Maps® supported both measurable literacy outcomes and equitable instructional practices. The results indicate that structured Thinking Maps®, when supported through sustained professional learning, may serve as an effective literacy intervention for diverse learners in the middle grades.</p>","abstract_has_math":false,"creators":["Choice, Ashley Chantal"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Jessica Banks","Dr. Parul Acharya","Dr. Jennifer VanSlander"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-01-01T08:00:00Z","date_published":"2026-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Four Resource Model","Equity Framework","Literacy","Middle-Grades","Professional Learning Community","Reading Intervention","Thinking Maps®","Curriculum and Instruction","Education","Elementary Education","Language and Literacy Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/790","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jessica Banks","Dr. Parul Acharya","Dr. Jennifer VanSlander"]},{"key":"dc:creator","label":"Author","values":["Choice, Ashley Chantal"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"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":["Four Resource Model","Equity Framework","Literacy","Middle-Grades","Professional Learning Community","Reading Intervention","Thinking Maps®","Curriculum and Instruction","Education","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/790"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception surveys. Qualitative data included rubric-scored student Thinking Maps® artifacts and semi-structured teacher interviews. Quantitative results indicated statistically significant gains in student achievement across grade levels and content areas, with large effect sizes observed in most comparisons. Qualitative findings revealed improvements in students’ comprehension, organization, and synthesis of information, as well as increased student engagement and metacognitive awareness. Teachers reported increased confidence, instructional clarity, and consistency in literacy instruction over time. Integrated findings suggest that Thinking Maps® supported both measurable literacy outcomes and equitable instructional practices. The results indicate that structured Thinking Maps®, when supported through sustained professional learning, may serve as an effective literacy intervention for diverse learners in the middle grades.
"]},{"key":"dc:title","label":"Title","values":["Literacy Intervention at the Middle Level: A Mixed-Methods Examination of the Implementation of Thinking Maps"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jessica Banks","Dr. Parul Acharya","Dr. Jennifer VanSlander"],"dc:creator":["Choice, Ashley Chantal"],"dc:description.abstract":["This study examined the implementation of Thinking Maps® as a literacy instructional intervention for students in grades four and five. Using an explanatory sequential mixed-methods design, the study investigated the effect of Thinking Maps® on student achievement, changes in students’ literacy-related work products, and teachers’ perceptions of the strategy. The study was conducted at a rural Title I elementary school in the southeastern United States and included nine teachers and 150 students across English language arts, mathematics, science, and social studies during an eight-week intervention period. Quantitative data included unit pretest and posttest scores from standards-aligned assessments and teacher perception surveys. Qualitative data included rubric-scored student Thinking Maps® artifacts and semi-structured teacher interviews. Quantitative results indicated statistically significant gains in student achievement across grade levels and content areas, with large effect sizes observed in most comparisons. Qualitative findings revealed improvements in students’ comprehension, organization, and synthesis of information, as well as increased student engagement and metacognitive awareness. Teachers reported increased confidence, instructional clarity, and consistency in literacy instruction over time. Integrated findings suggest that Thinking Maps® supported both measurable literacy outcomes and equitable instructional practices. The results indicate that structured Thinking Maps®, when supported through sustained professional learning, may serve as an effective literacy intervention for diverse learners in the middle grades.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/790"],"dc:language":["English"],"dc:subject":["Four Resource Model","Equity Framework","Literacy","Middle-Grades","Professional Learning Community","Reading Intervention","Thinking Maps®","Curriculum and Instruction","Education","Elementary Education","Language and Literacy Education"],"dc:title":["Literacy Intervention at the Middle Level: A Mixed-Methods Examination of the Implementation of Thinking Maps"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:25Z"}