Teachers\u27 Perspectives of the Use of a School-Wide Reading Program with Secondary Remedial Reading Students

The problem of low reading scores on standardized tests prompted the implementation of a supplemental reading program to support students in a high school in a Southwestern state. It was unknown how effectively teachers were implementing that program. Reading is essential to all students; they must be able to read the content in their core subjects, state-mandated exams, and the end of course exams. In addressing the achievement gap for at-risk students, the district adopted a supplemental program, Achieve3000, for the remedial reading classes. The purpose of this study was to explore teachers perspectives of and experiences with the use of Achieve3000 in secondary reading classrooms using the conceptual framework of Bandura\u27s teacher self-efficacy. A qualitative case study approach was used to answer the research questions regarding teachers self-efficacy for teaching the program. A purposeful sample of 7 remedial reading teachers interviewed. Data were analyzed using a priori and open coding and combined to elicit common themes. The findings revealed the importance of teachers self-efficacy competence when implementing a new educational process. Teachers believed that Achieve3000 was a dependable method for improving secondary students reading for the content of their core subjects, state-mandated exams, and the end of course exams. Based on the findings, a 3 day refresher training for remedial reading teachers was developed to advance their knowledge on Achieve3000. The findings of this study have implications for positive social change by providing district and local administrators with an understanding of the elements of program implementation and linking them to additional training or support for remedial reading teachers to ensure high school students success in reading