Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Chairperson, Ph.D.

Committee Member

Sarah Lightner, Ph.D.

Committee Member

Diane Santori, Ed.D.

Committee Member

Heather Carr, Ed.D.

Abstract

In the United States over the past two centuries, differing views on reading instruction have fueled public and scientific debate. In the mid-2020s, Structured Literacy has become a central focus in education policy, pre-service teacher preparation, professional development, and curricular design. While Structured Literacy offers a strong foundation for early literacy, it does not fully capture a holistic view of literacy.

This mixed-method explanatory sequential design examined teachers’ stance on Structured Literacy, their instructional practices, and self-efficacy in literacy instruction. Participants included 30 survey respondents and 5 interviewees. Albert Bandura’s Self-Efficacy Theory (1978, 1997) informed the analysis. Phase I involved a 24-question survey exploring participants’ understanding of Structured Literacy from both individual and district perspectives. Phase II consisted of interviews and the collection of a Structured Literacy artifact for deeper insight. Data were transcribed and coded using in vivo coding (Saldaña, 2013) and constant comparative analysis (Glaser & Strauss, 1967) to identify key themes. Findings revealed that teachers: (a) were eager for more Structured Literacy professional development and resources, (b) implemented explicit, systematic instruction across a broad set of literacy skills, and (c) used a holistic, student-centered approach to guide instructional decision-making. This study amplifies the voices of teachers currently using Structured Literacy-based approaches, recognizing them as instructional experts who understand classroom realities and student needs. Their insights point toward a path for student success grounded in comprehensive literacy instruction that merges Structured Literacy methods with a more holistic literacy approach.

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