Date of Award
5-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Education
Committee Chair
Dr. Leonard Troughton
Committee Chair School
Education
Committee Member 2
Dr. Alisa Lowrey
Committee Member 2 School
Education
Committee Member 3
Dr. Stacy Reeves
Committee Member 3 School
Education
Abstract
Students with disabilities (SWD) in middle school continue to demonstrate persistent gaps in reading achievement despite the availability of evidence-based literacy practices (EBLP). Although a substantial body of research has identified effective literacy interventions for struggling readers, limited practical attention has been given to how middle school teachers implement these strategies in classrooms and to their influence on literacy outcomes for SWD. The problem addressed in this study is that EBLP are widely promoted, there is insufficient research on the specific methods middle school teachers employ and how these practices are used in the classroom. To address this gap, this qualitative narrative inquiry examined four middle school teachers' experiences providing instruction to SWD using EBLP. Guided by Albert Bandura’s Social Cognitive Theory, this study explores how middle school teachers’ self-efficacy, instructional practices, and environmental supports are put into practice during literacy instruction. To accomplish this, data was collected through triangulation of the middle school teachers' semi-structured interviews, lesson plans, and reflection journals. Through this approach, the narrative inquiry examined the details of middle school teachers' planned instructional practices, decision-making, professional development experiences, challenges, adaptations, collaboration, and perceived student outcomes.
The data analysis revealed the connection between teacher self-efficacy and literacy instruction. The findings uncovered five themes from the analysis: (1) Data-Driven Instruction, (2) Evidence-Based Practices, (3) Professional Development, (4) Barriers and Adaptive Practices, and (5) Collaboration, Confidence, and Outcomes. The data suggest, from the teachers’ perspective, that middle school SWD showed measurable gains when EBLP were taught during literacy instruction. The teachers’ planned instructional practices relied on data-driven decision-making, explicit instruction, professional development, and collaborative support. This research investigates the relationship between Bandura’s SCT triadic reciprocal determinism framework and teachers' application of EBLP in their daily classroom instruction. SCT shows that a teacher's confidence and their school environment are essential to student success. By building on existing research, this study provides practical applications for implementing EBLP in middle school settings for SWD.
Copyright
Taye Smith, 2026
Recommended Citation
Smith, Taye, "Implementation of Evidence-Based Literacy Practices for Students with Disabilities: A Narrative Inquiry of Middle School Teachers" (2026). Dissertations. 2485.
https://aquila.usm.edu/dissertations/2485