View in EDS

User-Centered Improvement to Typical Elementary Literacy Practices: A Case Study Intervention

Saved in:
Bibliographic Details
Title: User-Centered Improvement to Typical Elementary Literacy Practices: A Case Study Intervention
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1482999
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1482999
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: User-Centered Improvement to Typical Elementary Literacy Practices: A Case Study Intervention
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Edward+Anaya%22">Edward Anaya</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+A%2E+Delello%22">Julie A. Delello</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Texas+Journal+of+Literacy+Education%22"><i>Texas Journal of Literacy Education</i></searchLink>. 2025 12(1):7-25.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Ability%22">Reading Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22State+of+Texas+Assessments+of+Academic+Readiness+%28STAAR%29%22">State of Texas Assessments of Academic Readiness (STAAR)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2374-7404
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1482999
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1482999
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 7
    Subjects:
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Ability
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Texas
        Type: general
      – SubjectFull: State of Texas Assessments of Academic Readiness (STAAR)
        Type: general
    Titles:
      – TitleFull: User-Centered Improvement to Typical Elementary Literacy Practices: A Case Study Intervention
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Edward Anaya
      – PersonEntity:
          Name:
            NameFull: Julie A. Delello
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2374-7404
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Texas Journal of Literacy Education
              Type: main
ResultId 1