A Comparative Study of Reading Instruction in Differentially Successful Elementary Schools

Abstract

Elementary schools are positioned to be the epicenter for literacy formation and development, yet many students fail to reach minimum literacy standards. This multiple-case qualitative inquiry focuses on the inner workings of schools that experienced various levels of reading success to determine which programmatic aspects led towards effective reading planning and instruction. Findings revealed that literacy performance is affected by the following causes: the utilization of instructionally appropriate materials to facilitate independent work; scheduling and monitoring of support personnel; management and use of time; assessment practices inform instruction; and continuity within instructional frameworks. This study can assist in setting up professional development, serving as a guide for providing warranted support for student learning and teacher knowledge, and fostering considerations for including teachers in the important stages regarding the planning and implementation of classroom literacy instruction.