Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Curriculum & Instruction

First Advisor

Julia Kirk

Second Advisor

Shannon Collins

Third Advisor

Jill Leonard


The purpose of this study was to investigate the use of guided reading in the classroom and the perception teachers had related to their own self-efficacy in their implementation of guided reading instruction. Using an interpretative qualitative methodology, this researcher interviewed twelve teachers in Tennessee concerning their implementation of guided reading instruction in their classrooms. This researcher designed and utilized a Guided Reading Fidelity Checklist for the purpose of analyzing the collected data. This researcher identified misalignments regarding the fidelity of the implementation of guided reading instruction. The findings of this study demonstrate a need for teachers to have further understanding and clarification in how to implement guided reading instruction with fidelity.


Guided reading, Literacy, Reading, Tennessee, Qualitative research