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Dissertation
Teaching Struggling Readers: A Qualitative Phenomenological Study of Middle School Teacher Perception
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
Reading is a complex process, and students who enter middle school without learning how to read and comprehend text face an enormous challenge. This qualitative phenomenological study explored middle school teachers’ perceptions of struggling readers. Bandura’s social cognitive theory provided the framework for the study. The theory focuses on the social constructs that affect behaviors. I recruited seven English language arts teachers at one public middle school in Georgia and collected data through one-on-one interviews and journals. I coded the resulting data using a three-level coding approach to determine emergent themes. Results showed participants’ frustrations with students’ attitudes toward reading. Study participants reflected on students’ lack of intrinsic motivation and interest in reading to learn. Participants also felt the demands of the mandated curriculum did not provide opportunities for students to read for enjoyment. The study’s participants felt that increased use of technology created a cultural shift where students no longer see the value in reading because they can easily listen to audio recordings or find information with a quick online search. Despite participants’ perceptions of students’ negative attitudes toward reading, the study’s participants detailed several strategies they used in their classrooms to help students develop stronger reading skills. Participants felt students made the most improvements when they were engaged in the learning process. Though the emergent themes are specific to the study’s site, the results may be applicable to other middle schools in the district, state, and nation.
Details
- Title
- Teaching Struggling Readers
- Resource Type
- Dissertation
- Contributors
- Giang-Nguyen Nguyen (Committee Chair)Susan James (Committee Member)
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 179
- Copyright
- Unpublished work © Jennifer West Gordon
- Identifiers
- 99381469215506600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida