Date of Award

Fall 12-2021

Degree Type


Degree Name

Doctor of Education (EdD)



Committee Chair

Dr. David Lee

Committee Chair School


Committee Member 2

Dr. Kyna Shelley

Committee Member 2 School


Committee Member 3

Dr. Noal Cochran

Committee Member 3 School


Committee Member 4

Dr. Richard Mohn

Committee Member 4 School



This quantitative survey study explored the statistical significance of participation in the training Language Essentials for Teachers of Reading and Spelling (LETRS) by early childhood educators in Mississippi, specifically K-3. The three outcome measures were teachers’ beliefs related to Mississippi’s K-3 Literacy Initiative: instructional practices, student learning outcomes, and barriers of technology use in literacy instruction. A total of 78 people completed the LETRS Survey, which consisted of a five-point scale. Demographic data included: grade range, teaching experience, number of students taught weekly, highest degree earned, teaching a tested subject/grade, mode of instructional delivery, technological barriers, and parental support for remote literacy skills teaching and face-to-face phonics teaching. Data analyses with Spearman’s rho and linear regression yielded no statistically significant relationships between the independent variable (LETRS units of training the teacher attended) and the beliefs outcome measures regarding effectiveness of the LETRS professional development (face-to-face phonics instruction, parental literacy skills support, raising student outcomes in literacy skills, and technological barriers to phonics learning for students.)

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