Acceleration in Literacy Learning: A Phenomenological Study

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT069 (Wednesday)

Abstract

This study explores how highly effective Reading Recovery educators describe their experiences fostering literacy acceleration. Using a phenomenological approach, the research investigates the lived experiences of sixteen expert educators across three countries to understand how accelerated literacy learning is achieved. Grounded in Clay’s literacy processing theory and Vygotsky’s sociocultural framework, findings highlight the importance of responsive, individualized instruction, proleptic thinking, and student agency. Preliminary analysis suggests acceleration occurs when students learn how to learn and when they are supported by teachers who make moment-to-moment decisions based on close observation of student strengths. By shifting focus from remediation to acceleration, this study offers insight into instruction that helps all students, particularly the most vulnerable, achieve meaningful, lasting literacy growth.

Author

• Anne Sudmeier, University of Wyoming