Date Approved

12-13-2021

Graduate Degree Type

Project

Degree Name

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

Degree Program

College of Education

First Advisor

Erica Hamilton

Academic Year

2021/2022

Abstract

The current state of education establishes the norm of consistent literacy intervention in elementary education and through specialized accommodations thereafter; unfortunately, many students reach secondary levels without the literacy skills necessary to be successful in their classes and beyond into adulthood. The task of managing this gap is overwhelming, and it stems from various economic, racial, and situational variables that schools cannot address entirely. Instead, teachers may make the choice to improve the equity within their immediate environments by prioritizing equity through direct literacy instruction, consequently providing opportunities for these students to attain those necessary skills for lifelong success.

The individual teacher, alone, is not the answer to these needs; a community of experts in their respective fields are. Teachers have considerable training, skills and knowledge to convey to their students, and treating them with the respect that their experiences deserve will enable them to become communal leaders in their pursuit of literacy instruction best practices. This framework establishes peers as the leaders of their own professional learning experiences, and they will use their collaborative support to continually develop plans, deliver instruction, review data, and improve their instruction as many times as the school year (and all other variables) will allow. Through the power of communication and collaboration, teachers will improve their own instructional skill set without the pressure of rigid structure or overbearing management.

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