Teachers' Perceptions of Achieving Grade Level Foundational Reading Literacy Skills

A mixed-methods study was conducted with PreK-Middle School teachers to understand their perceptions of foundational reading literacy. Data was collected through a survey and focus group sessions, which were recorded, transcribed, and analyzed thematically. The research aimed to identify effective teaching strategies, challenges faced by teachers, and the perceived role of educational leaders and resources in literacy instruction.

The study revealed that third to fifth-grade teachers scored higher in the current use of most literacy strategies, with the exception of motivation. They also perceived themselves as most effective in using various literacy strategies, except for comprehension. These findings highlight differences in strategy application and perceived effectiveness across grade levels.

Key challenges identified included issues with English as a Second Language (ESL) students, teacher qualifications, and administrative barriers. The role of school leadership was perceived as crucial, with themes emerging around support, communication, and teamwork. These aspects are vital for creating a conducive environment for effective literacy education.

Themes for improving foundational reading literacy skills centered on connecting with students, emphasizing comprehension and phonics, and the early identification of at-risk students. The study suggests that these areas are critical for enhancing literacy instruction and supporting student development.

The findings from this dissertation are expected to significantly enhance the understanding of literacy education. They will inform better teaching practices and influence strategic planning for literacy policies, ultimately contributing to improved student reading proficiency.