A Comparative Study of Reading Instruction in Differentially Successful Elementary Schools
Abstract
Elementary schools are positioned to be the epicenter for literacy formation and development,
yet many students fail to reach minimum literacy standards. This multiple-case qualitative
inquiry focuses on the inner workings of schools that experienced various levels of reading
success to determine which programmatic aspects led towards effective reading planning and
instruction. Findings revealed that literacy performance is affected by the following causes:
the utilization of instructionally appropriate materials to facilitate independent work;
scheduling and monitoring of support personnel; management and use of time; assessment
practices inform instruction; and continuity within instructional frameworks. This study can
assist in setting up professional development, serving as a guide for providing warranted
support for student learning and teacher knowledge, and fostering considerations for
including teachers in the important stages regarding the planning and implementation of
classroom literacy instruction.