Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2025
Committee Chair or Co-Chairs
Pamela Scott
Committee Members
William Flora, Virginia Foley
Abstract
The focus of this study was to explore the perceptions and knowledge of Tennessee kindergarten, first-grade, second-grade, and third-grade teachers regarding early literacy and science-based curricula that incorporate the science of reading. This study examined the experiences of kindergarten through third-grade teachers in a Tennessee school district as they transitioned to a structured literacy approach grounded in the science of reading. The goal was to understand how teachers adapted to the new methods, what helped them succeed, and what challenges they faced during the change.
Data collection included in-depth, semi-structured interviews. Analysis of data occurred in three phases: (a) categorization of data under the four organizational factors, (b) building the explanation in narrative form, and (c) re-examination of the data. The data analysis in this phenomenological study centered on understanding the lived experiences of K–3 teachers as they implemented a structured literacy curriculum grounded in the science of reading. The goal was to capture and interpret the essence of participants' experiences, rather than test a theoretical proposition or evaluate organizational mechanisms. Analysis followed a systematic process of coding and thematic interpretation to reveal shared meanings and significant patterns across narratives. Credibility was established through triangulation of data sources (e.g., interviews, reflective field notes), member checking to verify participant intent, and the maintenance of a detailed audit trail to ensure transparency and rigor throughout the analytic process.
The results show how literacy instruction based on the science of reading has transformed, and teachers have adapted their instructional practices.
Document Type
Dissertation - unrestricted
Recommended Citation
Reece Townsend, Amy L., "Tennessee K-3 Teachers’ Perceptions of Structured Literacy Curriculum Based on the Science of Reading: A Phenomenological Approach" (2025). Electronic Theses and Dissertations. Paper 4629. https://dc.etsu.edu/etd/4629
Copyright
Copyright by the author.
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons
