User-Centered Improvement to Typical Elementary Literacy Practices: A Case Study Intervention
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| Title: | User-Centered Improvement to Typical Elementary Literacy Practices: A Case Study Intervention |
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| Language: | English |
| Authors: | Edward Anaya, Julie A. Delello |
| Source: | Texas Journal of Literacy Education. 2025 12(1):7-25. |
| Availability: | Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Student Centered Learning, Intervention, Reading Instruction, Reading Ability, Evidence Based Practice, Student Attitudes, Teacher Attitudes, Elementary School Students, Elementary School Teachers, Achievement Tests, Reading Achievement |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| ISSN: | 2374-7404 |
| Abstract: | More than twenty years have passed since the National Reading Panel (NRP) (2000) report attempted to answer the question: What works best in reading instruction? According to the National Assessment of Educational Progress (NAEP), reading scores (2022) show that a significant number of fourth and eighth graders are still struggling with reading proficiency despite the guidance provided by the NRP. At the same time, a preponderance of evidence from the sciences continues to distill what works best in reading instruction while states pass legislation to align classroom curricula and programs to the science of reading (SoR). This mixed-methods case study, conducted in a North Texas elementary school, evaluated the benefits and challenges of implementing a syllabication intervention based on SoR principles. The study utilized surveys and interview data from teachers and assessment data from students. Despite 52% of students being predicted to not meet the reading proficiency standards on the State of Texas Assessments of Academic Readiness, or STAAR, findings revealed that intervention had a substantial impact on both student achievement and teacher professional learning. Further, educators acknowledged the value of the intervention in enhancing their teaching methods, particularly in terms of professional growth and instructional awareness. However, challenges also occurred, including the nature of training, a lack of resources, inadequate feedback, and pedagogical alignment. The study highlights the importance of prioritizing users' needs and implementing scientific insights from the perspective of typical literacy practices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482999 |
| Database: | ERIC |
| Abstract: | More than twenty years have passed since the National Reading Panel (NRP) (2000) report attempted to answer the question: What works best in reading instruction? According to the National Assessment of Educational Progress (NAEP), reading scores (2022) show that a significant number of fourth and eighth graders are still struggling with reading proficiency despite the guidance provided by the NRP. At the same time, a preponderance of evidence from the sciences continues to distill what works best in reading instruction while states pass legislation to align classroom curricula and programs to the science of reading (SoR). This mixed-methods case study, conducted in a North Texas elementary school, evaluated the benefits and challenges of implementing a syllabication intervention based on SoR principles. The study utilized surveys and interview data from teachers and assessment data from students. Despite 52% of students being predicted to not meet the reading proficiency standards on the State of Texas Assessments of Academic Readiness, or STAAR, findings revealed that intervention had a substantial impact on both student achievement and teacher professional learning. Further, educators acknowledged the value of the intervention in enhancing their teaching methods, particularly in terms of professional growth and instructional awareness. However, challenges also occurred, including the nature of training, a lack of resources, inadequate feedback, and pedagogical alignment. The study highlights the importance of prioritizing users' needs and implementing scientific insights from the perspective of typical literacy practices. |
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| ISSN: | 2374-7404 |
