Date of Award

Spring 5-10-2025

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education and Health

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Steve Bounds

Third Committee Member

Dr. Lloyd Sain, Jr.

Program Director

Dr. William Morelan

Dean of Graduate College

Michael Bradley

Abstract

ABSTRACT SCIENCE OF READING PROFESSIONAL DEVELOPMENT: THE PERCEPTIONS OF SECONDARY TEACHERS IN ARKANSAS

Teresa R. Moka

The study addresses the critical issue of low literacy proficiency among secondary students in Arkansas, where National Assessment of Educational Progress (NAEP) data reveals declining reading scores. Despite scientific consensus on reading instruction, many teachers lack professional development in evidence-based reading strategies, particularly at the secondary level. Although Arkansas secondary teachers have received initial Science of Reading (SoR) professional development from the Department of Elementary and Secondary Education (DESE), the perceptions of secondary teachers regarding SoR professional development is not well documented. The purpose of this study was to understand the perceptions of core secondary teachers in Southeast Arkansas regarding their ability to implement the language comprehension strands of Scarborough’s Reading Rope learned from the SoR professional development. The analysis of data revealed that secondary teachers’ perceptions centered around their understanding of the language comprehension strands of Scarborough’s Reading Rope, district expectations, and professional support. The data describing their perceptions will be used to provide practical insights to state level and district level stakeholders regarding future SoR professional development for secondary teachers. Keywords: language comprehension strands, Scarborough’s Reading Rope, Arkansas R.I.S.E. Initiative, and Science of Reading

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