Can you answer the question ?
mwhitener2011
annotated-Whitener_Michael_Outline_06-25-202620OUTLINE20APPROVAL.docx.pdf
Whitener_Michael_Outline_06-25-2026 OUTLINE APPROVAL
Complete the following based on the approvals received in EDUC 816, EDUC 850 and EDUC 880. You will need to attach the latest approved assignment from EDUC 880 as a part of this submission.
Candidate & Chair Information Candidate’s Name: Michael Whitener Candidate’s LU ID: L31800037 Candidate’s LU Email: [email protected] Chair’s Name: David Schaaf Chair’s LU Email: [email protected] Candidate’s Degree Program and Cognate* (e.g., EdD Curriculum & Instruction: Educational Psychology):
Doctor of Education in Educational Leadership
Today’s Date: 6/25/2026 Current Manuscript Information
This information should be based on what has previously been approved during EDUC 816, EDUC 850, and EDUC 880.
Working Title of Manuscript: Recommendations to Solve the Problem of Below Average Proficiency Rates of Reading at Meadowfield Elementary School in South Carolina
Have you received permission to conduct research from the site gatekeeper?
☐ Yes ☒ No
If no, explain current status/progress: Permission has not yet been received. Research cannot begin until the new school year starts in August. Approval is currently pending from Richland County School District One, followed by a required secondary approval from the principal at Meadowfield Elementary School.
Provisional Problem Statement: The problem is that students at Meadowfield Elementary School in Columbia, South Carolina demonstrate a below-average reading proficiency rate of 41%, which falls below the district and state benchmarks for grade-level reading performance (South Carolina Department of Education, 2025).
Provisional Research Design: Briefly explain the research methods you intend to use in investigating your research
This study will use a qualitative research design with three data collection methods. First, qualitative interviews will be conducted
ii
question. with teachers, reading specialists, and school leaders at Meadowfield Elementary School to gather in-depth firsthand accounts of their experiences with reading instruction and student proficiency levels. Second, a qualitative survey using a Likert scale will be administered to classroom teachers to assess their perceptions of reading instruction effectiveness and the factors contributing to below-average reading proficiency rates. Third, qualitative observations of classroom reading instruction will be conducted across selected grade levels to directly observe instructional practices and student engagement during reading activities. Together, these three methods will provide a comprehensive picture of the current state of reading proficiency at Meadowfield Elementary School from the student level to the district level.
Capstone/Applied Research Project Justification In 500 words or fewer, explain the reason for your proposed project. Define the practical
problem you intend to address, the setting where you intend to address the problem, and the reason you have selected that setting.
This capstone project addresses the urgent problem of below-average reading proficiency rates at Meadowfield Elementary School in Columbia, South Carolina. Reading proficiency is a foundational skill that affects student success across all academic disciplines, yet data from the South Carolina Department of Education indicate that students at Meadowfield consistently perform below district and state benchmarks in reading. The practical problem this study addresses is the persistent gap between current reading proficiency levels at Meadowfield and the expected standards set by the district and the state. This project will identify the scope of the problem from the individual student level through the district level, examining contributing factors and current instructional practices. Meadowfield Elementary School was selected because it serves a high-need student population with 100% of its approximately 615 students eligible for free or reduced-price lunch, making it an urgent and appropriate site for evidence-based intervention. By identifying the current proficiency rates and the factors that contribute to below-average performance, this project will provide school and district leaders with actionable recommendations to improve reading outcomes for all students.
Project Bibliography Provide a brief bibliography of the 10 most important original research studies you have
consulted in your preparation to date. Sun, Y., Wang, J., Dong, Y., Zheng, H., Yang, J., Zhao, Y., & Dong, W. (2021). The relationship between reading strategy and reading comprehension: A meta-analysis. Frontiers in Psychology, 12, 635289. https://doi.org/10.3389/fpsyg.2021.635289 Creswell, J. W., & Guetterman, T. C. (2021). Educational research: Planning, conducting,
iii
and evaluating quantitative and qualitative research (6th ed.). Pearson. Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25–S44. Every Student Succeeds Act, Pub. L. No. 114-95, 129 Stat. 1802 (2015). https://www.congress.gov/bill/114th-congress/senate-bill/1177 Donegan, R., & Wanzek, J. (2021). Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research. Reading and Writing, 34(8), 1943– 1977. https://doi.org/10.1007/s11145-021-10123-y International Literacy Association. (2024). Advocating for children’s rights to read: A manual for enacting the rights in classrooms and communities (2024 ed.). https://www.literacyworldwide.org Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta-analysis. Reading Research Quarterly, 58(2), 285–312. https://doi.org/10.1002/rrq.477 Pressley, T., Allington, R. L., & Pressley, M. (2023). Reading instruction that works: The case for balanced teaching (5th ed.). Guilford Press. Richland County School District One. (2025). About Richland One. https://www.richlandone.org South Carolina Department of Education. (2025). South Carolina school report cards. https://screportcards.com Neitzel, A. J., Lake, C., Pellegrini, M., & Slavin, R. E. (2022). A synthesis of quantitative research on programs for struggling readers in elementary schools. Reading Research Quarterly, 57(1), 149–179. https://doi.org/10.1002/rrq.379
Chair Comments This section should be completed only by the Chair.
Does the research proposal clearly fit within the candidate’s declared degree program and cognate?
☐ Yes ☐ No
Does the candidate describe a viable research proposal?
☐ Yes ☐ No
Is the research proposal recommended for approval to move forward?
☐ Yes ☐ No
Feedback: Click or tap here to enter text.
iv
Recommendations to Solve the Problem of Below Average Proficiency Rates of Reading at
Meadowfield Elementary School in South Carolina
by
Michael Whitener
An Applied Research Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education in Educational Leadership
Liberty University
Year
Approved by:
v
Name, Degree, Faculty Mentor
Name, Degree, Committee Member
vi
Table of Contents
Abstract..........................................................................................................................................11
Role of the Researcher...................................................................................................................12
Permission to Conduct Research ...................................................................................................13
Ethical Considerations ...................................................................................................................13
Chapter One: Introduction .............................................................................................................14
Chapter Two: Literature Review ...................................................................................................21
Chapter Three: Procedures ............................................................................................................22
Chapter Four: Findings ..................................................................................................................32
Chapter Five: Recommendations...................................................................................................33
References......................................................................................................................................34
Appendix A....................................................................................................................................37
Appendix B....................................................................................................................................38
7
Abstract
Begin abstract here…
8
Role of the Researcher
Begin role of the researcher here…
9
Permission to Conduct Research
Begin permission to conduct research here…
Ethical Considerations
Begin ethical considerations here…
1 0
Chapter One: Introduction
Overview
The purpose of this qualitative study is to identify the current proficiency rate of reading
at Meadowfield Elementary School from the students to the district and to determine how the
problem of below-average reading proficiency can be solved. The problem is that students at
Meadowfield Elementary School in South Carolina demonstrate a below-average reading
proficiency rate of 41%, which falls below the district and state benchmarks for grade-level
reading performance (South Carolina Department of Education, 2025). This chapter comprises
the Organizational Profile, Introduction to the Problem, Significance of the Research, Purpose
Statement, Central Research Question, Definitions, and Summary.
Organizational Profile
Meadowfield Elementary School is a public Title I elementary school located at 525
Galway Lane in Columbia, South Carolina, within Richland County School District One (RCSD
1). The school serves approximately 615 students in pre-kindergarten through fifth grade. The
student population is predominantly African American, and 100% of students qualify for free or
reduced-price lunch, reflecting the high-poverty context of the school community. Meadowfield
is led by Principal Dr. Timothy Blackwell and is a National Paideia Model School offering gifted
and talented programs, STEM, and visual and performing arts (South Carolina Department of
Education, 2025).
Overall, the Meadowfield Elementary School population is similar to the South Carolina
urban public-school population in terms of concentrated poverty and racial isolation. The school
is the state's top 25 most economically disadvantaged elementary schools (Elementary
Schools.org, 2024), with 100% of its 610 students eligible for free or reduced-price lunch.
1 1
Richland County School District One (RCSD 1), which is home to 50 schools and caters to
roughly 24,000 students, is a Title I district, and Meadowfield is a Title I, Part A federally
funded school for high-poverty schools designed to help schools meet academic achievement
standards (Richland One, 2025). While this type of funding is critical for a school such as
Meadowfield, research has shown that funding alone is not a panacea for the instructional
difficulties of persistently large classes in low-resourced schools (Opatrny et al., 2023). The
school's per-pupil spending is about $22,848, which is 59% higher than the national average per-
pupil spending, but this higher expenditure has not resulted in consistently strong academic
achievement, as evidenced by below state averages in math proficiency (40%) and reading
proficiency (41%) (Public School Review, 2025).
Meadowfield is an institutionally challenged school from a staffing and operational
perspective. In the last five school years, the school's teacher population has decreased by about
7%, while the number of students has stayed relatively stable at approximately 610 children,
indicating that the teacher-to-student ratio has been deteriorating over time (SchoolDigger,
2025). Chronic absenteeism is also a growing problem: In recent years, the school's chronic
absenteeism rate has ranged from 22.3% to 31.1%—well above the national average of 20% in
2023-2024 (SchoolDigger, 2025; Malkus, 2025). High levels of absenteeism and low teacher
staffing directly affect class size: when the number of absentees is high, and the number of
teachers is low, classroom enrollment patterns are irregular, and instructional consistency is
lacking, which can worsen the impact of large classes. Meadowfield faces a structural problem in
the form of large class sizes, a problem that is not an independent entity, but rather is part of a
larger ecology of inequity that requires targeted and evidence-based intervention (SchoolDigger,
2025; South Carolina Department of Education, 2025).
1 2
Introduction to the Problem
Reading proficiency is a fundamental academic skill that serves as the foundation for
learning across all content areas. When students fall below grade-level reading benchmarks, they
face compounding academic difficulties that can persist throughout their educational careers
(Duke & Cartwright, 2021). At Meadowfield Elementary School in South Carolina, data from
the South Carolina Department of Education consistently show that students are reading below
the proficiency levels expected by the state and district. This persistent gap signals an urgent
need to understand the scope of the problem and to identify evidence-based strategies to address
it.
Meadowfield Elementary School's classroom size issue needs to be addressed as part of
the context of the state of South Carolina's class size legislation. While the General Assembly
has mandated student-teacher ratios for the elementary grades, it has historically allowed waivers
of those ratios due to budgetary pressures, which individual districts have opted to pursue in
response to those pressures (South Carolina Legislature, 2023). The average number of students
in each Meadowfield classroom is 24.1, which falls outside the range of the most effective
teaching strategies and approaches the tipping point suggested by recent large-scale international
research, which indicates that student outcomes decline non-linearly beyond that point (Antoniou
et al., 2024). In a recent meta-analysis, Opatrny et al. (2023), released as a CEPR Discussion
Paper and subsequently accepted for publication in the Journal of Labor Economics, combined
evidence from hundreds of studies and uncovered a significant negative association between
class size and achievement, particularly in economically disadvantaged schools, which are the
schools served by Meadowfield. Such findings underscore the need to consider class size as
more than just an administrative statistic; it is a crucial factor to explore that influences
1 3
instructional equity and opportunity for students.
In addition to the academic literature, outcome data from the school level support the
problem at Meadowfield. For the 2023-2024 school year, Meadowfield's proficiency rate at
grade 3 in ELA was 62.5% compared to Richland 01 at 53.9% and the state at 61.8%, while
proficiency rates at grade 5 in mathematics ranged from 34.1% to 51.9% and consistently
underperformed both district and state benchmarks (SchoolDigger, 2025). The chronic
absenteeism rate of 22.3%-31.1% also suggests that a substantial share of the student body is not
attending school often enough to reap the benefits of any instructional time provided, and when
teachers serve 24 or more students, they are not able to monitor and address each student's
individual learning gaps (Malkus, 2025). Instructional responsiveness—the ability of a teacher to
adjust instruction as it happens in real time to student needs—is a critical factor in the link
between class size and student learning and decreases sharply with class sizes greater than 20 in
high-poverty settings (Cartwright et al., 2023). The combination of these contextual and
empirical factors makes Meadowfield Elementary School a ripe and appropriate location to
explore the effect of large classes on student learning.
Significance of the Research
This research is significant for multiple stakeholders connected to Meadowfield
Elementary School. Students are the primary beneficiaries, as identifying the scope of the
reading proficiency problem and implementing evidence-based solutions can directly improve
their academic outcomes and long-term life chances. Teachers also stand to benefit, as clearer
understanding of the barriers to reading proficiency can inform targeted instructional support,
professional development, and resource allocation that reduces the burden on classroom
educators.
1 4
School administrators and district leaders within Richland County School District One
will benefit from the actionable recommendations generated by this study. Evidence-based
guidance on improving reading proficiency can inform budgeting decisions, program selection,
staffing strategies, and policy changes. Additionally, findings from this study can contribute to
the broader educational research literature on reading achievement in high-poverty elementary
schools, supporting equity-focused reform efforts across South Carolina and beyond.
Nationally, reading proficiency at the elementary level is a recognized indicator of school
quality and a predictor of future student success. The Every Student Succeeds Act (ESSA)
emphasizes the importance of evidence-based interventions for schools that persistently
underperform, and Meadowfield qualifies as such a school. This study fills a critical local
knowledge gap by providing school- and district-specific data and recommendations, grounded
in the Meadowfield context, that can guide evidence-based action to improve reading proficiency
outcomes for all students.
Purpose Statement
The purpose of this qualitative study is to identify the current proficiency rate of reading
at Meadowfield Elementary School from the students to the district and to determine how the
problem of below-average reading proficiency can be solved. Data will be gathered using three
qualitative methods: (a) qualitative interviews with teachers and school leaders; (b) a qualitative
survey using a Likert scale to assess participant perceptions of reading instruction and student
proficiency; and (c) qualitative observations of classroom reading instruction across selected
grade levels.
Central Research Question
How can the problem of below-average proficiency in reading be solved at Meadowfield
1 5
Elementary School?
Definitions
1. Below-average proficiency: A reading performance level that falls below the grade-
level benchmark established by the South Carolina Department of Education on state
reading assessments.
2. Reading proficiency: The ability of a student to read, comprehend, and apply grade-
level text with accuracy and understanding, as measured by standardized state
assessments.
3. Evidence-based reading instruction: Reading instructional practices that are
supported by rigorous scientific research and have been shown to improve student
reading outcomes.
4. Reading intervention: Targeted, supplemental instructional support provided to
students who are reading below grade level, designed to accelerate growth and close
proficiency gaps.
5. Literacy: The integrated set of skills encompassing reading, writing, speaking, and
listening that enable students to communicate and comprehend effectively across
academic contexts.
6. Proficiency gap: The measurable difference between a student’s current reading
performance level and the grade-level proficiency standard set by the state or district.
Summary
The purpose of this qualitative study is to identify the current proficiency rate of reading
at Meadowfield Elementary School from the students to the district and to determine how the
problem of below-average proficiency rates of reading can be solved. The problem is that
1 6
students at Meadowfield Elementary School demonstrate a below-average reading proficiency
rate of 41%, which falls below the district and state benchmarks for grade-level reading
performance (South Carolina Department of Education, 2025) in reading compared to district
and state benchmarks (South Carolina Department of Education, 2025). In this chapter, the
Organizational Profile, the Introduction to the Problem, the Significance of the Research, the
Purpose Statement, the Central Research Question, and the Definitions were discussed.
1 7
Chapter Two: Literature Review
Overview
Begin overview here…
Narrative Review
Begin narrative review here…
Theoretical Framework
Begin theoretical framework here…
Summary
Begin summary here…
1 8
Chapter Three: Procedures
Overview
The purpose of this qualitative study is to identify the current proficiency rate of reading
at Meadowfield Elementary School from the students to the district and to determine how the
problem of below-average reading proficiency can be solved. The problem is that students at
Meadowfield Elementary School demonstrate a below-average reading proficiency rate of 41%,
which falls below the district and state benchmarks for grade-level reading performance (South
Carolina Department of Education, 2025). This chapter outlines the three qualitative data
collection methods used in this study: qualitative interviews, a qualitative Likert-scale survey,
and qualitative classroom observations.
Interview Procedures
The first qualitative data collection method in this study is a semi-structured interview
conducted with classroom teachers, reading specialists, and school leaders at Meadowfield
Elementary School. Qualitative interviews were selected because they allow the researcher to
gather in-depth, firsthand accounts of participants’ experiences with and perceptions of reading
instruction and student proficiency, and to explore contextual factors that quantitative measures
cannot capture (Creswell & Guetterman, 2021). Open-ended interview questions will be used to
explore teacher perceptions of current reading proficiency levels, instructional strategies in use,
barriers to reading achievement, and recommendations for improvement. Interview data will be
analyzed thematically to identify patterns and key themes across participant responses (Creswell
& Guetterman, 2021).
Purposive sampling will be used to recruit interview participants, selecting classroom
teachers, reading coaches, and administrators at Meadowfield Elementary School who have
1 9
direct experience with reading instruction and student proficiency data. An estimated eight to
twelve participants will be recruited across grade levels and roles to ensure diverse perspectives.
Recruitment will be conducted via an official request through the school administration with the
principal’s written approval. Interviews will be audio-recorded with participant consent and
transcribed verbatim for analysis.
Each interview will be conducted individually in a private setting at the school, lasting
approximately 30 to 45 minutes. A semi-structured interview protocol will guide each session,
allowing for consistent coverage of core topics while permitting follow-up probing questions
based on participant responses. Transcribed data will be coded using open and axial coding
procedures, and emergent themes will be identified and verified through member checking to
enhance credibility and trustworthiness (Creswell & Guetterman, 2021).
Interview Questions and Rationales
The following interview questions are grounded in the research literature on reading
proficiency and are designed to gather qualitative insight from educators on the current state of
reading at Meadowfield Elementary School and potential solutions.
7. In your experience, what are the primary factors contributing to below-average
reading proficiency among students at Meadowfield Elementary School?
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
It has been consistently demonstrated that the larger the class size, the smaller the ability
of teachers to provide differentiated instructions, and the immediate impact it has on student
2 0
learning outcomes (Antoniou et al., 2024). This item determines if there is a sense of this
limitation among Meadowfield teachers in their practice.
8. Academic engagement levels in my class are lower with the increase in the class size
to above 20 students.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
In larger classes, students’ on-task behaviour and engagement are observed to be
significantly lower, especially among low-achieving students (Opatrny et al., 2023). This item
measures the extent to which educators in their respective schools notice this relationship.
9. Student behavior in a big classroom means that I will not have much time to interact
with the students directly.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
Classroom management needs increase with the size of the classroom at the expense of
instructional time in correcting student behaviour and overall instruction efficiency (Hattie,
2022). This item represents the perceived trade-off in instruction that teachers feel.
10. I can effectively track the academic development of every student with the current
size of my classroom.
2 1
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
In oversized classrooms, formative assessment fidelity is jeopardized, and teachers
cannot deliver timely and personalized feedback (López-Martin et al., 2023). This is a reverse-
coded item that measures the perceived assessment capacity of the teachers in relation to the
class size.
11. Large class sizes negatively affect my students’ performance on standardized tests.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
There is research evidence showing that there is a negative correlation between big
classes and student academic performance outcomes, such as standardized test scores (Oduwan
and Francis, 2023). This item links teacher perception to the recorded performance measures in
school.
12. I have high levels of professional stress due to the large class sizes.
1 2 3 4 5
Strongly Disagree Neutral Agree Strongly Agree
2 2
Disagree
☐ ☐ ☐ ☐ ☐
Oversized classes are associated with much increased teacher occupational stress, and
their adverse consequences on instruction and student achievement are downstream (López-
Martin et al., 2023). This item measures the extent to which Meadowfield teachers place stress
on large class sizes.
13. Large class sizes limit students’ opportunities to ask questions during lessons.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
The decreased teacher-student interaction time in large classes restricts the possibility of
academic dialogue and engagement, which is essential in learning (Cartwright et al., 2023). This
item captures teacher perceptions of participatory equity with increasing class size.
14. Meadowfield Elementary School should consider reducing class sizes in order to have
a significant impact on student academic performance.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
The teacher’s beliefs regarding the importance of class-size reduction indicate knowledge
2 3
of the literature at large and guide the policy implications of the study (DeVellis and Thorpe,
2022). This item reflects general teacher agreement about structural reform as a school
improvement strategy.
15. Large class sizes reduce my ability to provide timely feedback to students on their
academic work.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
Timely academic feedback is an essential component of effective instruction, yet teachers
in overcrowded classrooms often struggle to provide prompt and individualized responses to
student work because of increased instructional demands (López-Martin et al., 2023). This item
measures teacher perceptions regarding the effect of class size on feedback quality and
instructional responsiveness.
16. Large class sizes make it difficult to maintain an effective learning environment in the
classroom.
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
☐ ☐ ☐ ☐ ☐
Research has shown that overcrowded classrooms create greater classroom-management
challenges and reduce overall instructional effectiveness, which can negatively influence the
2 4
quality of the learning environment (Hattie, 2022). This item evaluates teacher perceptions of
how class size affects the overall classroom climate and learning conditions.
Observation Procedures
Structured non-participant classroom observations are the third type of data collection
and will be performed in a few grade-level classrooms in Meadowfield Elementary School. An
observational methodology was selected due to its ability to enable the researcher to directly and
methodically record teacher instructional behaviors, teacher-student interactions, and student
engagement indicators in the naturalistic school environment (Creswell & Guetterman, 2021).
Direct observation can offer a raw account of classroom dynamics, unlike self-reported data,
such as surveys, and therefore is a useful source for triangulating and validating the other two
data-collection methods (Creswell & Guetterman, 2021).
The researcher will also seek written permission from the principal before any
observations are made and will schedule with each participating teacher. Informed consent will
be obtained in writing from all teachers whose classrooms are under observation, and parents or
guardians of students in observed classrooms will be informed in writing by the school
administration at least two weeks before any scheduled session (Creswell & Guetterman, 2021).
These plans are designed to make everything as transparent as possible for all stakeholders and
reduce interference with teaching activities.
The observations will be made in six or eight classrooms (at least two grade bands, the
primary (kindergarten through second grade) and the intermediate (third through fifth grade)) to
ensure that possible differences in the appearance of large class-size effects are captured by
developmental level. The two observations in each classroom will be noted, and each session
will take one full instruction time (about 45 to 60 minutes) of core instruction in either English
2 5
Language Arts or Mathematics. The entire observation will be planned between February and
April 2026, during regular school hours. The researcher will record the date, time, grade level,
classroom identifier, and the number of students present at the beginning of each session.
A standardized observation protocol will be used to gather data through five focal
dimensions: (a) frequency and quality of teacher-initiated interactions with students; (b) student
on-task and off-task behavior at every 5 minutes using time-sampling; (c) frequency of
classroom management occurrences; (d) percentage of students visibly engaged in the assigned
academic task at each time; and (e) physical classroom organization compared to the number of
students The researcher will be a non-participant observer in the classroom where he will sit in a
fixed and peripheral position to reduce observer effects on natural classroom behaviour
(Creswell & Guetterman, 2021). Field notes will be taken by hand during every session and
elaborated into detailed descriptive text within 24 hours to maintain accuracy and contextual
detail.
The analysis of observational data will be conducted within a deductive coding procedure
implemented with respect to the extended field notes, based on a framework derived from the
main research question that will be the focus of the study (Braun and Clarke, 2022). Interval-
based behavioural coding tallies will be converted to percentages to provide a standardized
comparison across classrooms and grades. Chapter Four will involve triangulation of the
observation findings and survey data to enhance the overall validity and credibility of the study
conclusions (Creswell & Guetterman, 2021).
Summary
The purpose of this qualitative study is to identify the current proficiency rate of reading
at Meadowfield Elementary School from the students to the district and to determine how the
2 6
problem of below-average reading proficiency can be solved. The problem is that students at
Meadowfield Elementary School demonstrate a below-average reading proficiency rate of 41%,
which falls below the district and state benchmarks for grade-level reading performance (South
Carolina Department of Education, 2025). This chapter presented the Interview Procedures,
Survey Procedures, and Observation Procedures used in this qualitative study.
2 7
Chapter Four: Findings
Overview
Begin overview here…
First Data Collection Method Findings
Begin first data collection here…
Second Data Collection Method Findings
Begin second data collection here…
Third Data Collection Method Findings
Begin third data collection here…
Discussion
Begin discussion here…
Summary
Begin summary here…
2 8
Chapter Five: Recommendations
Overview
Begin overview here…
Recommendations
Begin recommendations here…
Roles and Responsibilities of Stakeholders
Begin roles and responsibilities here…
Resources Needed
Begin resources here…
Timeline
Begin timeline here…
Summary
Begin summary here…
2 9
References
Creswell, J. W., & Guetterman, T. C. (2021). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research (6th ed.). Pearson.
Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook,
L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty years of reading
intervention research for elementary students with or at risk for dyslexia: A systematic
review and meta-analysis. Reading Research Quarterly, 58(2), 285–312.
https://doi.org/10.1002/rrq.477
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Castillo-Montoya, M. (2021). Preparing for interview research: The interview protocol
refinement framework. The Qualitative Report, 21(5), 811–831.
https://doi.org/10.46743/2160-3715/2016.2337
South Carolina Department of Education. (2025). South Carolina school report cards.
https://screportcards.com
Richland County School District One. (2025). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research (6th ed.). Pearson.
ElementarySchools.org. (2024). Meadowfield Elementary in Columbia, South Carolina.
https://elementaryschools.org/directory/sc/cities/columbia/meadowfield-
elementary/450336001303/
Donegan, R., & Wanzek, J. (2021). Effects of reading interventions implemented for upper
elementary struggling readers: A look at recent research. Reading and Writing, 34(8),
1943–1977. https://doi.org/10.1007/s11145-021-10123-y
López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E.
3 0
(2023). Why do teachers matter? A meta-analytic review of how teacher characteristics
and competencies affect students’ academic achievement. International Journal of
Educational Research, 120, 102199. https://doi.org/10.1016/j.ijer.2023.102199
Duke, N. K., & Cartwright, K. B. (2021). Teacher-student ratio and job performance of teachers
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Appendix A
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Appendix B
