"Expanding a Standardized Reading Program Utilizing Research-Based Lite" by Jacalyn Marie Gizara

Date Approved

6-16-2025

Embargo Period

6-16-2025

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

James Coaxum, Ph.D.

Committee Member 1

JoAnn Manning, Ph.D.

Committee Member 2

Ann Berger-Knorr, Ph.D.

Disciplines

Education | Educational Leadership

Abstract

The reading achievement disparities between diverse learners and their advantaged peers has been at the forefront of education for decades (Hammond, 2015; Kelley et al., 2015; Ladson-Billings, 2006; Paschall et al., 2017; Pitre, 2014). Educational policies have attempted to close the achievement gap and address the inequitable practices school systems place on our youth (Paschall et al, 2017; Pitre, 2014). However, teachers can lead in the profession and create positive change for students’ school experiences and learning outcomes. The purpose of this action research study was to enhance the prepackaged reading program with thematic units, culturally responsive teaching, and research-based literacy practices to influence teacher-decision making, teaching practices, and student learning outcomes. The research questions focused on improving the learning environment to enhance students’ learning outcomes and increase students’ literacy motivation. It was suggested that action research promotes teacher decision making, autonomy of curriculum design, and incorporation of students’ voice in their learning. Enhancing the prepackaged reading program yielded positive results for improving professional growth as a teacher and supported diverse learners in the classroom environment. Lastly, teachers who practice action research are leaders in their classroom and school communities. Teachers have the power to be change agents to positively influence their colleagues, students, and the profession.

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