Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Carlos Sandoval
Committee Member
Dr. Noelle Paufler
Committee Member
Dr. Edwin Nii Bonney
Committee Member
Dr. Loren Simmons
Abstract
This dissertation exams the impact teachers’ use of Thinking Maps in reading lessons has on student reading achievement. I analyze spring district reading scores in grades three through five from a single school over a three-year period to determine if increasing collective efficacy using Thinking Maps improves student reading abilities in third grade. Although the state reading scores were consistent as far back as 2016, a three-year span was selected due to increased teacher retention and early development of collective teacher efficacy. Grade-level teams had fewer personnel changes in the three years encompassing this research study. Professional Learning Community (PLC) guidelines were used and refined during this three-year period. I propose that student reading scores will increase in the met or exceeds grade level category on the spring 2026 benchmark assessments when collective teacher efficacy and Thinking Maps training are reflected in reading lesson plans and instruction.
Recommended Citation
Naradowski, Elaine T., "Visualizing Comprehension: Teachers Using Thinking Maps to Enhance Third-Grade Literacy Lessons" (2026). All Dissertations. 4337.
https://open.clemson.edu/all_dissertations/4337
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