Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Edwin Nii Bonney
Committee Member
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Jacquelynn Malloy
Committee Member
Dr. Paula T. Alexander
Abstract
This dissertation, Improving Reading Proficiency Through a Structured MTSS Framework: Bridging the Gap Between Evidence and Practice, investigates the efficacy of a Multi-Tiered System of Supports (MTSS) in enhancing reading proficiency among students. Despite extensive research supporting the effectiveness of targeted reading interventions, a gap remains between these findings and their practical implementation in diverse classroom settings. The Reading Wars—a longstanding debate between whole language, balanced literacy, and phonics-based instruction—have significantly influenced reading instruction in the United States. A growing body of research supports explicit, systematic phonics instruction as a critical component of early reading development (Foorman et al., 2016; National Reading Panel, 2000). However, shifting policies and instructional mandates have often left educators without consistent, research-aligned guidance. In an effort to bridge this gap, South Carolina has adopted LETRS (Language Essentials for Teachers of Reading and Spelling) training for K–3 teachers to align instruction with the Science of Reading. LETRS is a professional development program that equips educators with knowledge of the foundational skills necessary for proficient reading, including phonological awareness, phonics, fluency, vocabulary, and comprehension. While some critics argue that LETRS places too much emphasis on phonics at the expense of comprehension and student engagement, proponents assert that it offers the structured, evidence-based instruction needed to close foundational literacy gaps.
This study addresses that gap by using improvement science to develop and evaluate a structured MTSS framework designed to align evidence-based practices with instructional decisions made in the classroom. The overall aim is to reduce the number of students who may be potentially retained in third grade due to South Carolina’s Read to Succeed Law that mandates students who do not reach grade level reading proficiency by third grade be retained.
Employing a quantitative approach, the research integrates quantitative analyses of standardized interim reading assessments, student progress monitoring data, as well as teacher survey data.
Recommended Citation
Greer, Meghan N., "Improving Reading Proficiency Through a Structured MTSS Framework: Bridging the Gap Between Evidence and Practice" (2025). All Dissertations. 3989.
https://open.clemson.edu/all_dissertations/3989