Date Approved

5-27-2026

Embargo Period

5-27-2026

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Education

College

College of Education

Advisor

Susan Browne, Ed.D.

Committee Member 1

Stephanie Abraham, Ph.D.

Committee Member 2

Valarie G. Lee, Ed.D.

Keywords

basic skills;culturally relevant;decodable text;engagement;motivation;phonics instruction

Abstract

This qualitative teacher research study examined the impact of incorporating AI-generated decodable texts that draw on students’ backgrounds on the literacy development of upper elementary Basic Skills students. The study was conducted over a ten-week period with three fourth-grade students receiving Basic Skills reading intervention. Ten personalized decodable texts were generated using the AI tool ChatGPT and were intentionally designed to align with students’ phonics needs while incorporating their identities, interests, and backgrounds. Data sources included teacher journal entries, student responses, exit slips, and pre- and post-assessments. Two interconnected patterns emerged from the analysis: (1) increased engagement and motivation, and (2) increased achievement and literacy skills. Students demonstrated increased engagement through active participation and frequent text-to-self connections, while measurable growth in phonics, spelling, and comprehension was observed through assessment data and written responses. This study highlights the importance of integrating culturally relevant texts into phonics instruction. The findings suggest that combining explicit phonics instruction with culturally sustaining practices can promote both engagement and literacy outcomes for struggling readers.

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