Are They Ready? Impacting Kindergarten Readiness Through the Science of Reading

Author

Traci T. Boyles, Clemson UniversityFollow

Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Systems Improvement Science

Committee Chair/Advisor

Dr. Edwin N. Bonney

Committee Member

Dr. Celeste C. Bates

Committee Member

Dr. Steph N. Dean

Committee Member

Dr. Phillip D. Grant

Abstract

The purpose of this research study was to investigate how Science of Reading (SOR) professional development for preschool teachers, implemented through collaborative teaching and assessment cycles, influences the kindergarten readiness of preschool students.

Students from impoverished families start kindergarten at a considerable disadvantage regarding literacy. Literacy-focused curricula and professional development for teachers strongly affect reading outcomes. Multi-Tiered Systems of Support (MTSS) provides a systemic framework for data-based problem solving and decision-making. The MTSS framework aligns literacy interventions with tiered supports to ensure all students receive the assistance they need to achieve reading proficiency.

The South Carolina Child Early Reading Development and Education Program (CERDEP) funds full-day, four-year-old kindergarten for qualified at-risk children to support school readiness. Promise County School District’s kindergarten readiness rate for children served in CERDEP is 44%.

Guidelines require districts to have a comprehensive, systemic approach to reading that follows the State Reading Proficiency Plan. This research study identified inconsistencies and misalignment in emergent literacy evidence-based instruction and assessment in preschool classrooms.

In this study, preschool teachers were trained in evidence-based emergent literacy practices through LETRS EC professional development. Teachers applied oral language, phonological awareness, and print knowledge in collaborative teaching and assessing cycles to impact preschool language and literacy outcomes.

This study used a convergent, mixed method design through the Plan-Do-Study-Act inquiry cycle of improvement science. Qualitative and quantitative data regarding SOR training and teacher performance were reviewed. Quantitative data regarding student performance was explained. Findings included gains in teacher knowledge of early literacy and student gains in early literacy skills. Improvement science foundational principles provide a framework to define the problem, understand the system, identify changes, and test changes to determine if an improvement is achieved. Changes become impactful when knowledge is transferred and scaled to different systems and settings. This study informed the efforts to increase foundational literacy skills by improving kindergarten readiness of impoverished students.

Recommended Citation

Boyles, Traci T., "Are They Ready? Impacting Kindergarten Readiness Through the Science of Reading" (2025). All Dissertations. 4060.
https://open.clemson.edu/all_dissertations/4060