Date of Award

Fall 12-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Applied Clinical and Educational Studies

First Advisor

Annie Liner

Second Advisor

Carrie Ball

Third Advisor

Chavez Phelps

Abstract

Reading proficiency among learners at the elementary school level remains a national concern despite several decades of research, investments, and policy reforms aimed at improving literacy outcomes. The Science of Reading (SoR) framework, grounded in decades of interdisciplinary research, emphasizes explicit, systematic, and evidence-based instruction across five core components — phonemic awareness, phonics, fluency, vocabulary, and comprehension. This study examined elementary teachers’ beliefs about teaching reading, perceptions of the SoR, and self-efficacy in implementing reading instruction. Quantitative data were collected from teachers in west-central Indiana via an online survey that measured their beliefs about teaching reading, perceptions of SoR, self-efficacy in implementing reading instruction, and existing conditions—such as professional development, personal experiences, and instructional approaches. Analyses included hierarchical, mediation, and moderation regression analyses. Results indicated that professional development, the instructional strategies teachers use, and their perceptions of SoR are strong predictors of their reported self-efficacy. Perceptions and beliefs also influence the relationship between professional development and instructional approaches, as well as teacher-related factors and their self-efficacy. Findings underscore the importance of teachers' internal frameworks as drivers of effective reading instruction rather than solely external practices. Educational implications and recommendations for teacher preparation, professional development, and literacy policy, as well as areas for future research, are discussed.

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