Graduation Term
Spring 2025
Degree Name
Doctor of Education (EdD)
Department
Department of Educational Administration and Foundations: Educational Administration
Committee Chair
Elizabeth Lugg
Committee Member
Ruqayyah Perkins-Williams
Committee Member
Woongsik Choi
Committee Member
Rudo Tsemunhu
Abstract
English Learners (ELs) in early childhood and elementary settings continue to face a significant literacy achievement gap compared to their non-EL peers. A qualitative action research study was conducted in a suburban Midwest district to examine how teacher preparedness, instructional practices, and professional development influence EL literacy development. Through teacher interviews, surveys, and classroom observations, the study identified key challenges, including limited EL-specific training, minimal collaboration with EL specialists, and inadequate instructional resources. Aimsweb Plus data confirmed a widening literacy gap, reinforcing the need for culturally responsive teaching, improved collaboration, and targeted interventions. The findings emphasize the importance of sustained professional learning and school-wide strategies that prioritize equity and inclusion to support EL achievement.
Access Type
Thesis-Open Access
Recommended Citation
Rhoads, Sean, "Looking Beyond the Achievement Gap: An Inquiry Into Bridging the Divide Between Teacher Preparedness and English Learners’ Literacy Success" (2025). Theses and Dissertations. 2127.
https://ir.library.illinoisstate.edu/etd/2127
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons