Date of Award
Spring 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Jill Payne
Abstract
This dissertation is a mixed methods study that examined the influence Language Essentials for Teachers of Reading and Spelling (LETRS) Volume 1 had on elementary educators’ perceptions and practices around systematic phonics instruction in a rural, Title I elementary school in North Carolina. Adult learning theory was the theoretical framework used to ground this study. A sequential explanatory design was used: Quantitative data were collected through surveys, and qualitative data gathered through interviews were used to help frame and explain the quantitative data. Both data sources overwhelmingly supported that the completion of this professional learning positively influenced teachers’ perceptions of systematic phonics instruction. Additionally, the data indicated that teachers perceive that completing this professional learning has significantly influenced their decision-making when selecting instructional resources to use during phonics instruction and positively influenced their students’ reading achievement. This study’s findings are consistent with the existing literature: Systematic phonics instruction is supported by research, and research also shows that high-quality professional learning can influence teachers’ perceptions, practices, and students’ achievement. The findings are significant because, according to data from the National Assessment of Educational Progress, elementary scholars are underperforming in reading nationwide. The recommendations from this study include continuing LETRS Volume 1 training for the new teachers at the school, providing professional learning aligned with concepts from LETRS for staff who have already completed the training, and facilitating teacher collaboration around phonics instruction across grade levels.
Recommended Citation
Wise, Katherine P., "The Influence of LETRS Volume 1 on Elementary Teachers’ Perceptions and Practices Around Systematic Phonics Instruction in a Rural School in North Carolina" (2025). Doctor of Education Dissertations. 219.
https://digitalcommons.gardner-webb.edu/education-dissertations/219
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