Date of Award
5-10-2026
Date Published
June 2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Reading and Language Arts
Advisor(s)
Kelly Chandler-Olcott
Keywords
core literacy programs;curricular materials;primary grades;Science of Reading;writing instruction
Subject Categories
Education
Abstract
Writing is essential to early literacy development, yet it remains underprioritized in the Science of Reading (SOR) movement. As SOR legislation has prompted widespread adoption of core literacy programs in U.S. elementary schools, little is known about how teachers interact with the writing guidance embedded in these materials. This qualitative study examined how 14 primary grade teachers (kindergarten through second grade) in a region of New York interpreted and responded to the writing instruction in their SOR-aligned core literacy programs. Drawing on Buehl and Beck's (2015) model of teacher beliefs and practices and Dietiker and colleagues' (2018) Curricular Noticings Framework, interview data were collected through two semi-structured interviews with each participant, including a think-aloud protocol with teacher manuals and discussion of student writing samples. Findings revealed five factors that mediated teachers' interpretations of the writing instruction in their programs: beliefs about young writers' needs, professional confidence and preparation, understanding of learning standards, memory of writing workshop, and equity within the SOR. In response to their interpretations, teachers described three patterns of adaptive teaching: adding less-structured writing opportunities, adjusting writing tasks, and extending writing practice. These findings illuminate how SOR-aligned curricular materials influence primary grade writing instruction and underscore the need for greater attention to writing in teacher preparation, professional development, and education policy.
Access
Open Access
Recommended Citation
Franz, Kate Feldmeier, "How Primary Grade Teachers Interpret and Respond to Writing Instruction in Core Literacy Programs" (2026). Dissertations - ALL. 2288.
https://surface.syr.edu/etd/2288
