Exploring Determinants of Kindergarten Teachers’ Implementation of a Widely Used Content-Rich Literacy Curriculum

• In Event: Investigating Teacher Knowledge and Adaptability: Enhancing Literacy Outcomes in K-3 Students

Abstract

Objectives and Theoretical Framework

Content-rich literacy instruction is widely implemented in the United States, with many publishers creating curricula that integrate content (science, social studies) into English Language Arts instruction. Research has demonstrated the value of content-rich literacy instruction to reading outcomes (Hwang et al., 2022). Yet, there has been little attention to the implementation of these curricula. We know little about the determinants (barriers and facilitators) of implementation or about the extent to which teachers find the curricula acceptable (how much the curriculum is agreeable) and feasible (how successfully can it be carried out) (Proctor et al., 2011). Using the Consolidated Framework for Implementation Research (Damschroder et al., 2022), we examined the inner setting of the classroom and asked: (1) What are the determinants of implementing the content-rich literacy curriculum Wit & Wisdom for kindergarten teachers? and (2) What teacher characteristics predict the perceived acceptability and feasibility of the curriculum?

Methods and Data Sources

Participants were 102 teachers from North Carolina and Tennessee (10 districts, 38 schools) who reported using Wit & Wisdom as a primary curriculum for English Language Arts instruction in kindergarten. Teachers were primarily female (n = 100), White (96%), and had about 13 years of teaching experience (SD=10.1). Wit & Wisdom is a widely used content-rich literacy curriculum that engages students in knowledge-building discussions about science and social studies concepts using read-alouds and other media while building core language comprehension competencies (Great Minds, 2024).

Teachers completed a 30-minute survey via Qualtrics software that included teacher demographic and training information, classroom characteristics, a pedagogical discontentment scale (Southerland et al., 2011), and questions relating to the perceived feasibility and usability of Wit & Wisdom (Chafouleas et al., 2013).

Results

Teachers perceived the majority of surveyed determinants to be facilitators rather than barriers. Specifically, facilitators included: having a teaching assistant (67.7%), paid monthly planning (77.5%), access to a coach familiar with the curriculum (63.7%), training on implementing the curriculum (60.8%), finding time to implement the curriculum each day (54%), understanding how to differentiate instruction (57.9%), and prior knowledge of science (52.9%) and social studies topics (55.9%). The only perceived barrier was children with disruptive behavior (51%). Interestingly, teachers did not perceive as determinants knowledge of language development, administrative support, or guidance on how to integrate the curriculum with other reading instructional priorities.

On average, teachers expressed some misgivings about the acceptability and the feasibility of the curriculum. Using multilevel regression models (teachers nested within schools; covarying district, state, experience, training, and level of curricular support), we found that the more concerned teachers were about management, time and logistical aspects of the implementation, the less acceptable and feasible they viewed the curriculum (ps<.001).

Scholarly Significance

Findings provide a useful examination of how teachers perceive barriers and facilitators to implementation of a widely used content-rich literacy curriculum. Better understanding of the determinants, along with what makes a curriculum acceptable and feasible, can improve future curriculum design and professional support for integrated content and literacy approaches.

Authors

• Sonia Cabell, Florida State University

• Beth M. Phillips, Florida State University

• Rhonda Raines, Florida State University

• Brielle Babcock, Florida State University

• Stephanie L. Brown, Florida State University