“These kids can’t access the information”: A case study of teacher understanding of foundational reading skills at the secondary level

Authors

Stevy Schliewe, Edgewood CollegeFollow
Emily Zoeller, Edgewood CollegeFollow

Author ORCID Identifier

0009-0008-8120-8976

DOI

http://edgewood.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/foundational-reading-skills-at-secondary-level/docview/3205838529/se-2

Abstract

National literacy reforms aim to improve students’ basic reading skills, yet adolescent readers and teachers have not been adequately included in the conversation. The purpose of this study was to explore perceptions of foundational reading skills at the secondary level among high school literacy practitioners. The study used a case study method to learn participant understanding of foundational skills and contextual factors surrounding their ability to teach them. Findings revealed how participants recognized the need for foundational reading skill development in their high school students. However, participants reported not feeling prepared to design this instruction and barriers presented in standards, structures, and perceived student engagement. Researchers call for adolescent literacy learners to gain access to foundational skills instruction through shared ownership, teacher preparation, and contextualized supports.

Recommended Citation

Schliewe, Stevy and Zoeller, Emily (2026) "“These kids can’t access the information”: A case study of teacher understanding of foundational reading skills at the secondary level," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 11: Iss. 1, Article 4.
DOI: http://edgewood.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/foundational-reading-skills-at-secondary-level/docview/3205838529/se-2
Available at: https://digitalcommons.unomaha.edu/ctlle/vol11/iss1/4