Doctor of Philosophy (PhD)



Document Type



The purpose of this study was to identify elements present in effective literacy instruction, i.e., those elements that fostered reading, speaking, listening, thinking, writing, and metacognitive skills. By examining variables that promoted literacy acquisition and achievement, a detailed account resulted which described classroom practice as related to teacher beliefs, strategies, materials, and classroom climate. The primary method of qualitative analysis used for this study was the Developmental Research Sequence (DRS) Method (Spradley, 1980). Two classrooms with exemplary teachers were studied extensively. Data collection involved the use of primary sources (interviews, observations, and student and teacher work) and secondary sources (records, databases, etc.). Fieldwork included note taking and audio and video recording. The cyclic model involved asking questions, making descriptive observations, collecting and analyzing data and using analysis to form new questions. Research led to the uncovering of themes present in effective literacy instruction. The study concluded with an ethnographic case study that postulates possible scenarios pertaining to instructional strategies, teacher personal beliefs, materials, and classroom climate. The findings from this study can assist reading teachers in development and implementation of effective instruction. Reading specialists and administrators will find the results useful in developing professional growth activities for teachers of reading. This study expands the existing literature on effective literacy instruction and allows the everyday practitioner to learn from these examples of success.



Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Earl Cheek



Included in

Education Commons