Equitable Literacy Practices: An Investigation of Effective Literacy Intervention in a High-Needs School

• In Event: Liberating Literacies and Culturally Sustaining Pedagogies

Abstract

This study examines teachers that have been effective in implementing interventions. The study aims to identify the practices, qualities, and experiences of teachers who have successfully implemented Tier 2 literacy interventions for struggling students in their classrooms. The study's theoretical framework is rooted in Reflective Learning Theory, drawing inspiration from John Dewey, Donald Schön, and Gibbs's of critically reflecting upon and evaluating your practice.
A qualitative approach was used to analyze this study, and data collection involved interviews, observations, and document analysis of growth data and artifacts. The findings reveal two dominant themes: the qualities and skills that successful teachers exhibit when implementing Tier 2 interventions.

Author

• Earlisha Jenkins Whitfield, University of Central Florida