Date

5-16-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Gail Collins

Keywords

Reading achievement, high school students with reading deficits, Phenomenological study, Self-regulated Learning, Active View of Reading, Reading disability

Disciplines

Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study was to examine teachers’ lived experiences nurturing the development of self-regulated learning to address academic outcomes for high school students with low reading achievement. The two conceptual frameworks that guided this study were Zimmerman’s self-regulated learning, derived from Bandura’s social cognitive theory, and Duke and Cartwright’s active view of reading. These frameworks both provided contributing factors of self-regulatory skills for improved learning and reading outcomes. The research method used for this study was qualitative, and the design was transcendental phenomenology. Using the qualitative method gave a voice to the participants’ lived experiences. It captured their in-depth accounts through semi-structured interviews, teachers’ letters of advice, and focus groups. The study included 10 participants, certified in general or special education, who worked with high school students with a reading disability. The development of themes emerged using the data analysis processes outlined by Moustakas and yielded five themes: (a) challenges, (b) building relationships, (c) differentiated instruction, (d) fostering motivation and engagement, and (e) strategy instruction. The results indicated that the participants helped high school students with low reading achievement develop self-regulated learning by building relationships, making content accessible, and giving choices to demonstrate knowledge and teaching strategies, all of which aided high school students in using self-regulatory skills for improved academic performance.

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