Date of Award
2026
Document Type
Dissertation
Degree Name
Education (Ph.D)
Department
Education Specialties
First Advisor
Ekaterina Midgette
Second Advisor
Olivia Stewart
Abstract
The adolescent literacy crisis that plagues the United States as it is perceived by middle school content-area teachers is the focus of this phenomenological qualitative study. When two-thirds of the nation’s adolescents are not proficient readers, an in-depth investigation of the issue must ensue. In this phenomenological qualitative study, the researcher observed and interviewed ten content-area middle school teachers to find out what happens in their classrooms with their low-proficiency readers. How did these teachers respond to their struggling readers in the classroom setting? Using data collected from questionnaires, teacher interviews, and teacher observations, the researcher captured the essence of the phenomenon of having the responsibility of teaching struggling readers without the benefit of having learned to teach reading and being held accountable for student outcomes. How did these teachers think the adolescent literacy crisis should be addressed? This study culled invaluable insights from those on the frontlines dealing with this national crisis and could potentially be the catalyst for redesigning how literacy is taught at the middle school level.
Recommended Citation
Curry, Shari, "CONTENT-AREA MIDDLE SCHOOL TEACHERS’ PERCEPTIONS OF THE ADOLESCENT LITERACY CRISIS" (2026). Theses and Dissertations. 1065.
https://scholar.stjohns.edu/theses_dissertations/1065