Abstract

This study examines the perceptions of elementary teachers who have implemented effective literacy instruction strategies to enhance the reading skills of students with significant behavioral challenges in general education classrooms. Recognizing that students with behavioral issues often face amplified academic and social difficulties, the study highlights the necessity of robust literacy instruction to foster academic success. Nineteen teachers, whose students achieved at least 85% student progress in reading as assessed by the Acadience Learning assessments, were interviewed to gather their perceptions of effective instructional practices. The findings identified four critical themes: teacher efficacy, instructional design, an intentional learning environment, and dedication to teaching. Teachers in this sample shared statements that expressed strong self efficacy and continuous learning. They also demonstrated comprehensive understanding of the critical features of literacy instruction. The participants indicated that instructional coaching and collaboration were pivotal in refining their practices and fostering a supportive community. Effective strategies shared in the interviews highlighted student engagement, pacing, scaffolding, and reflective practices. Teachers emphasized high expectations, structured routines, and positive classroom management, creating intentional learning environments that catered to diverse student needs. The study underscores teachers' perceptions about the importance of preparation, expertise, and deliberate planning in literacy instruction. The results suggest that with effective strategies and support, teachers report that they can significantly enhance literacy outcomes for students with challenging behaviors.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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