Voices from the Classroom: A Multiple Case Study of Early Childhood Educators Implementing Science of Reading Curriculum With Multilingual Learners

Author

• Alecia Clamp, Clemson UniversityFollow

Date of Award

8-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Literacy, Language and Culture

Committee Chair/Advisor

Dr. Lindsey Rowe

Committee Member

Dr. C.C. Bates

Committee Member

Dr. Anna Hall

Committee Member

Dr. Emily Howell

Abstract

This multiple case study examined how first-grade teachers implemented Science of Reading (SoR) aligned literacy instruction with MLs in two Title I elementary schools. As SoR-aligned curriculum and policies continue to expand across the United States, questions remain regarding how these approaches address the linguistic and literacy needs of MLs. This study explored teachers’ perceptions of SoR-aligned curriculum, the instructional adaptations they made to support MLs, and the challenges and successes they experienced during implementation.

Grounded in constructivist and sociocultural perspectives, this study employed aholistic multiple case study design situated within a mixed concurrent dominant status framework. Five first-grade teachers across two Title I elementary schools in the southeastern United States participated in the study over a five-month period. Qualitative data sources included semi-structured interviews, instructional artifacts, and teacher reflection surveys. Quantitative data included deidentified student reading benchmark data used to provide contextual support and triangulation. Analysis began with iterative coding within each individual case to develop detailed case understandings, followed by cross-case analysis to identify shared patterns and themes across participants and settings.

Findings indicated that teachers consistently adapted SoR-aligned curriculum to support MLs’ language and literacy development. Common adaptations included the use of visuals, structured talk, vocabulary scaffolds, repeated reading, sentence frames, small-group instruction, and adapted instructional materials. Teachers emphasized the importance of integrating meaningful writing, oral language development, and opportunities for language-rich comprehension alongside early literacy instruction. At the same time, participants described challenges related to the linguistic demands of the curriculum, pacing expectations, and balancing fidelity to instructional programs with responsiveness to students’ language needs.

Across cases, findings revealed a tension between standardized, English-dominant literacy curriculum and the responsive practices teachers believed MLs required for meaningful access to instruction. The study suggests that effective literacy instruction for MLs requires more than explicitly following a curriculum that focuses on systematic early literacy skills instruction. Findings support the need for instructional approaches that integrate language development, meaning-making, and culturally and linguistically responsive practices within SoR-aligned contexts. Implications are discussed for curriculum implementation, teacher preparation, professional learning, and literacy policy related to MLs.

Recommended Citation

Clamp, Alecia, "Voices from the Classroom: A Multiple Case Study of Early Childhood Educators Implementing Science of Reading Curriculum With Multilingual Learners" (2026). All Dissertations. 4382.
https://open.clemson.edu/all_dissertations/4382