This study explored how teachers' feeling of self-efficacy in providing Social Emotional Learning (SEL) instruction helps students academic performance. Students' trauma, or adverse childhood experiences, can influence how academically successful they are (Brunzell et. al, 2018). One consequence of trauma in young children is emotional…

Reader identity has long been associated with reading success and is based on social interactions happening in conjunction with reading tasks. Social feedback, observational comparison, and progress are three of the sources of self-perceptions that inform reader identity. During the COVID pandemic, schools employed various safety protocols,…

Across America, an ongoing crisis of reading underachievement exists for many African American students; reading skill proficiency is not being achieved at levels on par with their grade-level peers. The problem addressed in this study was African American students who have not met the minimum passing score on state tests are placed in reading…

Interest in the two constructs, collective teacher efficacy and teacher expectations, has increased tremendously among researchers in recent years. This article addresses this meager but growing body of literature through a framework consisting of four interlocking research questions. The guiding questions investigate the relationship between…

This basic quantitative comparative descriptive study investigated the difference in reading comprehension growth between elementary and high school students who received the reading intervention Read 180 and the difference in growth rates based on the completion of Read 180 segments. Studies have indicated that growth levels for younger students…

The Matthew Effect is an educational theory that children who begin their academic careers with lower reading scores do not catch up to their peers, instead falling farther and farther behind as their schooling progresses. This study includes a hierarchical multiple-regression analysis of within-year benchmark data for the presence of Matthew…

This study focused on the effect of fifteen minutes of direct phonics instruction three days per week on student achievement, of Winter MAP goals, during the Response to Intervention block, during English language arts class. The literature suggests the use of both systematic and word-based strategies for instructional strategies, more scientific…

This convergent mixed methods study examined six principals' literacy leadership practices and student literacy achievement in first grade. This study utilized TPRI data from the 2018-2019 school year and qualitative data from principal interviews from the same school year. Participants in this study included 354 first grade students and six…

Student diversity in public education facilities and socioeconomic situations has led to students in elementary schools entering kindergarten less prepared than in previous generations. This has resulted in educators searching for new strategies to motivate students and increase academic achievement. The problem addressed in this study is that…

I designed an explanatory sequential mixed-method study to explore the relationship between leadership practices, collective teacher efficacy (CTE), and educational outcomes of low SES students in an open school system. Four data sources were analyzed: K-5 student Developmental Reading Assessment (DRA) results of 1,170 students, Collective Teacher…

Despite an abundance of research centered on reading and applied behavior analysis, minimal literature exists on the use of applied behavior analysis methodologies to treat reading disabilities. This dissertation-in-practice action research study examined the extent to which a behavior-analytic intervention infused with the science of reading…

This study examined the reading performance data for a grade level of fifth graders using the Web-based Accelerated Reader assessment program. Based solely on student archival data, this study focused on the hypothesized relationship between the volume and complexity of quizzes taken from books read using the Accelerated Reader assessment program…

A disproportionate number of students from low socio-economic statuses (SES) are enrolled in special education as students with specific learning disabilities (SLD). Despite resources provided through special education, only a small percentage of students are exited before secondary school. This instrumental case study investigated the variables…

Identifying at-risk readers in early grades is an ongoing challenge for educators, especially those in Title I schools where environmental and economic disadvantages may negatively impact students' reading ability. The purpose of the current study was to compare methods of identifying at-risk readers in kindergarten through third grade in Title I…

The quantitative study examined the impact of the Fountas and Pinnell Classroom (FPC) Shared Reading Collection. The problem this study addressed was the decline of reading scores in the identified rural Missouri school district. The purpose of this quantitative experimental design study was to determine if the district approved 1 year, 2020-21,…