Literacy Research Paper Assignment 1
Literacy Research Paper Assignment
Brandon Langley
Liberty University
Abstract
This paper examines the role of leadership in supporting students with reading
disabilities in K–6 classrooms. Chapter 11 of Swanson, Harris, and Graham's Handbook of
Learning Disabilities and three recent peer-reviewed articles discuss important practices for
making reading help more effective. The research shows that structured literacy, clear teaching,
and strong teacher support lead to better results for students who struggle with reading,
including those with dyslexia. Leadership is crucial in ensuring these programs are used properly
Literacy Research Paper Assignment 2
and regularly. One study looked at early reading interventions and showed how they help close
achievement gaps. Another study compared different programs and found that structured
approaches work best. A biblical view is included, showing how leaders can use Christian values
to help every learner. This paper gives practical and research backed tips for school leaders
wanting to improve reading for all students.
Literacy Research Paper Assignment
Introduction
Reading disabilities can very frequently impact a child's school performance, especially in
the early years. For these students in kindergarten through sixth grade, getting help early is
important. Strong guidance is key to closing learning gaps and supporting long-term growth.
Educators must depend on proven reading methods to effectively support students who find
reading challenging. This paper examines research on practical reading interventions, the
importance of leadership in implementing them, and how a biblical perspective can guide our
path. Educators can better serve students with reading difficulties by combining theory, practice,
and faith. This approach makes sure that students receive the support they need.
Theoretical Foundations of Reading Disabilities
Reading disabilities can come from struggles with fundamental skills. Skills that include
the ability to recognize sounds, remember them, and break the words into segments. These
skills are important in understanding how letters and sounds blend to form words. Swanson,
Harris, and Graham (2013) claim that students who experience reading difficulties may not be
able to keep sound in mind or process them effectively, and this may impact their reading
fluency. These issues are not due to a lack of effort but a matter of how the brain processes
language. Knowing these fundamentals, instructors can choose appropriate methods, such as
systematic literacy programs, to improve these skills. Research, such as that of Solheim et al.
(2024), indicates that early, explicit instruction in phonics and decoding is important in helping
Literacy Research Paper Assignment 3
students develop these. By highlighting these areas, instructors can better serve their students
and lay the groundwork for future reading success.
Leadership and Evidence-Based Reading Practices
School leaders play a big role in making sure students with reading disabilities get the
right support. When leaders choose and stick with evidence-based reading programs, students
are more likely to succeed. Hansford et al. (2024) found that structured literacy programs work
better than balanced literacy, especially for struggling readers. These programs focus on direct
teaching of phonics, decoding, and other key skills. Strong leadership helps with training
teachers, monitoring progress, and creating a school culture focused on growth. The study by Al
Otaiba et al. (2023) says that there needs to be consistent teaching and early help for students.
This happens when leaders set clear goals and back up teachers. When leaders use data and
proven methods, they help all students. This is especially important for students with disabilities
to grow as readers.
Effective Reading Interventions in K–6 Classrooms
K–6 reading interventions are most impactful when they are explicit, structured, and
based on need. Those that include direct instruction in phonics, decoding, and fluency teaching
are the most impactful. Solheim et al. (2024) showed that early reading programs that focused
on phonemic awareness and decoding performed wonders for struggling young readers.
Smallgroup instruction and frequent progress monitoring also help teachers give students the
right proportion of support. Al Otaiba et al. (2023) believe that using a multi-step approach with
direct teaching, guided practice, and review can lead to strong reading development. If
interventions are put in place systemically and with fidelity, students will probably improve. The
teachers and leaders need to work together in a way that these strategies are implemented.
This will benefit the struggling students to be able to succeed.
Literacy Research Paper Assignment 4
Biblical Perspective on Literacy and Leadership
Christian teachers should lead with kindness and fairness. This is important when
helping students who find reading hard. Reading is key because it helps people learn and
connect. The Bible tells us to seek knowledge. Proverbs 1:5 says, “Let the wise listen and add to
their learning” (New International Version Bible, 2011). Helping students read is more than
teaching; it’s a way to show God’s love. Jesus taught us to serve others. In Matthew 25:40, He
says helping those in need is like helping Him (New International Version Bible, 2011).
When schools support reading programs, they show patience and care. Galatians 6:9
tells us not to get tired of doing good because we will see results if we keep going (New
International Version Bible, 2011). This is important for helping students who struggle with
reading. Every child should have the chance to succeed. We must give them the right tools.
Helping kids learn to read helps them become who God wants them to be. Supporting students
in reading is both a duty and a way to live out our faith.
Conclusion
Helping students who have reading disabilities is perhaps the most important part of
being a teacher or school administrator. Reading during early school years is the foundation for
all academics. If students fall behind, it affects all courses. This is why it is so important to use
reading programs and methodologies that are research-based. Structured literacy, phonics
teaching, and small-group teaching have been seen to help struggling students. These programs
work on the areas that struggling readers need most, like decoding, fluency, and phonemic
awareness. Where these programs are used consistently, students stand a better opportunity to
learn and thrive.
Leadership is also an important aspect of putting effective reading programs in place.
When principals empower teachers with support, training, and resources, they provide students
with what they need. Research has shown that when teachers and leaders work together and
Literacy Research Paper Assignment 5
make data-driven decisions, students achieve more. In the Christian context, helping students
learn to read is also a matter of showing love, patience, and service. The Bible reminds us not to
grow tired of doing good (Galatians 6:9, New International Version Bible, 2011), and helping
struggling students is good and valuable work. Quality reading instruction and leadership can
make a child's life different. It builds confidence, opens doors for them, and helps students
succeed academically and spiritually. That's the mission of what Christian teachers are called to
accomplish.
Literacy Research Paper Assignment 6
References
Al Otaiba, S., McMaster, K., Wanzek, J., & Zaru, M. W. (2023). What we know and need to know
about literacy interventions for elementary students with reading difficulties and
disabilities, including dyslexia. Reading Research Quarterly, 58(2), 313-332.
https://doi.org/10.1002/rrq.458
Hansford, N., Dueker, S. A., Garforth, K., Grande, J. D., King, J., & McGlynn, S. (2024).
Reading recovery: A longitudinal meta-analysis. Discover Education, 3(1), 1-12.
https://doi.org/10.1007/s44217-024-00353-x
New International Version Bible. (2011). Zondervan.
Solheim, O. J., Foldnes, N., Walgermo, B. R., Bjerke, K. K., Birkedal, I. K., Uppstad, P. H., &
Lundetræ, K. (2024). Closing the gap: A conceptual replication of an early reading
intervention. Journal of Research on Educational Effectiveness, , 1-23.
https://doi.org/10.1080/19345747.2024.2333734
Swanson, H. L., Harris, K. R., & Graham, S. (Eds.). (2013). Handbook of learning disabilities
(2nd ed.). Hanover, MD: Guilford Press.
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