Perspectives of Classroom Teachers on the Foundational Reading Needs of Fourth through Sixth Grade Students

Author

• Deliska Burton-Cooley, Jacksonville State UniversityFollow

Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD) in Educational Leadership

Department

Education

Committee Chair

Dr. Christie F. Calhoun, Ed.D

Abstract

Reading proficiency is a critical foundation for academic success; however, many students enter the upper elementary grades without the foundational literacy skills necessary to access grade level content. Teachers in grades four through six are increasingly responsible for addressing persistent reading gaps while simultaneously meeting instructional expectations aligned with grade-level standards. The problem addressed in this qualitative descriptive study was the limited research examining how upper elementary teachers identify and respond to foundational reading needs when such gaps persist beyond the primary grades. The purpose of this study was to examine upper-elementary teachers’ perspectives on identifying and addressing foundational reading needs among struggling readers in grades four through six.

Guided by Bandura’s social learning theory, this study employed a qualitative descriptive research design. Semi-structured interviews and document review were used as primary data collection methods. Participants included 10 upper-elementary classroom teachers who provided reading instruction in grades four through six in a suburban school district in the southeastern United States. District-level literacy frameworks, curriculum guides, assessment protocols, and intervention documents were reviewed to contextualize and triangulate interview data. Data were analyzed using thematic coding procedures to identify recurring instructional concepts and patterns across participants’ responses.

The study concluded that effective upper elementary literacy instruction requires sustained attention to foundational reading skills, intentional engagement strategies, and instructional flexibility. This study contributes to the existing body of literacy research by providing insight into how upper elementary teachers adapt instructional practices when foundational reading gaps persist beyond the primary grades.