HOW HIGH ACHIEVING ELEMENTARY SCHOOLS IMPROVE STRUGGLING READERS

Abstract

The purpose of this qualitative study was to explore educational elements that explain how high-achieving elementary schools improve struggling readers. The perceptions of the principals and teachers in three high achieving elementary schools were investigated in three areas of interest: (a) student achievement as it relates to literacy instruction, (b) early intervention leading to success, and (c) the role of school leaders who build a culture for success through change. All three schools that participated in the study were located in the state of Indiana. The topics of the related literature reviewed included a connection of reading instruction to student achievement as it relates to early literacy intervention and the dynamics of the school leadership and building a culture for success. In this study, findings of contributing factors of the manner in which high performing elementary schools improve struggling readers included data driven instruction, reflective practice, 90-minute literacy block with strong core instruction, planning and collaboration, and highly effective people. Aspects that emerged from the topic of early intervention revealed establishing a literacy framework of tiered instruction beginning in kindergarten, conducting benchmark assessments, analyzing data to identify sub skill deficits, developing and implementing an intervention plan, and monitoring student progress. In studying the role of school leadership in achieving success, three aspects surfaced: maintaining high expectations, trust, and respect; support for materials and resources; and strategic scheduling. Understanding obtained from this study should assist teachers and school leaders in their attempts to improve the overall academic achievement of elementary students who struggle in the area of reading.