Date Approved


Graduate Degree Type


Degree Name

Education-Literacy Studies: Reading (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year



Research shows that being able to read fluently is linked to other academic success and socioemotional outcomes such as having increased empathy. However, the National Assessment of Educational Progress (NAEP) shows that approximately one-third of fourth graders are reading at a level that is considered below basic. Upper elementary teachers are in a unique position, as the students they are currently teaching likely had their foundational reading instruction interrupted due to the covid-19 pandemic. This means that upper elementary teachers are having to set up reading interventions that focus on foundational skills. Often, these teachers are not provided with the necessary training to teach foundational skills, as the Common Core State Standards (CCSS) say students should master them in lower elementary school, and any current professional development offered by their district may be ineffective. This project aims to provide upper elementary teachers with support in three areas with the goal being to provide successful foundational reading intervention to their students: explicit phonics/phonemic awareness knowledge and resources, assistance in choosing relevant texts and materials to use during intervention, and the framework to set up a coaching/observation cycle to receive personalized feedback on their instruction.