Date of Award

Spring 5-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Cherie Gaines (Chair)

Second Advisor

Ashley M. Stanley

Third Advisor

Mary-Margaret Satterfield

Abstract

Since every student has the right to receive a high-quality education that fosters reading proficiency, researchers have conducted considerable research on the most effective ways to teach students to read for many years. Researchers highlighted the importance of literacy instruction based on the science of reading. Still, there was a gap in the research on this type of instruction in pre-kindergarten classrooms. The purpose of my qualitative, interpretive study was to explore East Tennessee pre-kindergarten teachers’ perceptions of their abilities to implement science of reading-based literacy instruction and how these teachers were implementing this instruction in their classrooms. After collecting data via online questionnaire from 35 participants, pre-kindergarten teachers in East Tennessee indicated they had not received adequate training to effectively implement science of reading-based literacy instruction in their classrooms. These pre-kindergarten teachers reported that more training was necessary to instruct their students using literacy practices based on the science of reading.

Keywords

Reading instruction, Early childhood education, Elementary education, Early literacy, Pre-K, Science of reading, Teachers

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