Date of Degree

2024

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology, and Foundations (LEPF)

Director

Puckett, Tiffany

Committee Members

Roberts, Patrick; Morris, Julie

Keywords

ELA, literacy, research-based, instruction, instructional strategies, middle school, reading, at-risk

Abstract

Children who attend and are educated in Title I School Districts often experience limited access to consistent research based and empirical English Language Arts (ELA) instruction. Consequently, such students are not adequately prepared for career and college readiness and typically underperform on standardized achievement tests. The purpose of this study is to explore the instructional strategies of middle school ELA teachers, who serve students at-risk of poor academic outcomes, yet support sustained student growth and achievement. It is to further identify a specific set of research-based strategies that foster student growth and achievement, particularly with students in Title I School Districts, as evidenced by standardized achievement tests. The study found that, consistent with existing research, there are specific ELA instructional strategies that are aligned with advancing student growth and achievement amongst students of color, who are disproportionately impacted by the opportunity gap. These instructional strategies include: culturally responsive and relevant teaching, equity pedagogy; high-interest literature and student motivation; explicit comprehension skills instruction; cooperative teaching and learning practices (student collaboration); data-driven decision-making; and flexible grouping. Several recommendations were made with respect to similar future studies as well as the provision of professional development opportunities based on findings within this study.

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.

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