A Qualitative Case Study on How Theoretical Orientations Toward Reading Instruction Affect Curriculum Implementation

Abstract

The problem is educators' theoretical orientations toward reading instruction among K–5 educators in a Northwest Georgia school district affect how they approach reading instruction and influence their implementation of the Bookworms K–5 Reading and Writing curriculum. The purpose of this qualitative case study was to explore how educators' theoretical orientations regarding reading instruction influenced their implementation of the Bookworms K–5 Reading and Writing curriculum in a Northwest Georgia school district. Research questions focused on understanding educators’ theoretical orientations toward reading instruction and how they affect the implementation of the Bookworms K–5 Reading and Writing curriculum. The study was guided by Gough and Tunmer's simple view of reading theory and Rogers' diffusion of innovation theory. Through purposive and snowball sampling, 15 K–5 educators with at least a year of implementation experience were chosen. Thematic analysis identified themes through data obtained from questionnaires and interviews. Results indicated differentiated and explicit phonics instruction is crucial for proficient reading and implementation of the Bookworms curriculum is complex with varying responses to students' learning opportunities and text exposure. Despite challenges and consistency concerns, the benefits of instructional practices and LETRS training in improving fluency, comprehension, and teacher confidence were acknowledged. Future research should investigate the complexities of implementing the Bookworms curriculum, focusing on factors affecting consistency and effectiveness in different contexts and evaluating the efficacy of instructional practices and LETRS training.