TDNet Discover

The purpose of this qualitative case study is to investigate how elementary teachers in a rural public school perceive, implement, and experience literacy interventions designed to support struggling readers. For the utility of this study, literacy intervention will be generally defined as a coordinated set of instructional practices, assessments, and supports implemented beyond core reading instruction to accelerate the progress of students who are not meeting gradelevel expectations in reading. The theory guiding this study is Vygotsky’s theory on sociocultural learning as it emphasizes how literacy development is mediated through social interaction, language, and culturally situated tools, aligning directly with this study’s focus on classroom practice, collaboration, and family engagement in a rural context. The primary research question guiding this inquiry is: How do rural elementary teachers describe their experiences with planning, implementing, and reflecting on literacy interventions for struggling readers in their classrooms? The study will be conducted in a single rural elementary school serving a high proportion of students from low-income backgrounds, multilingual learners, and students receiving special education services. Participants will include approximately 6–8 certified classroom teachers in grades 3–5 who have at least one year of experience providing literacy interventions at the site. Data collection methods will include semi-structured interviews, classroom observations focused on literacy intervention blocks, and document analysis of lesson plans, intervention records, and reading assessment data. Data will be analyzed using iterative, inductive coding and thematic analysis procedures, including within-case and cross-case comparison, constant comparison, and member checking to refine and confirm emerging themes. The abstract includes all pertinent information, specifically: the theoretical framework, design of 3 the study, the primary research question, description of the setting, the sample, data collection methods, and the procedures used for the analysis.