A Qualitative Analysis of Certified Versus Noncertified Reading Teachers’ Perspectives on Factors Influencing Students’ Reading Comprehension Skills
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
8-31-2026
Abstract
Reading comprehension is a critical skill that directly affects students’ academic success; however, many factors influence it, including teacher qualifications and instructional strategies. In this qualitative study, the researcher explored the perspectives of certified and noncertified reading teachers on the factors that affect students’ reading comprehension. Through semi- structured interviews with intermediate-level reading teachers, the research sought to identify similarities and differences in instructional practices, perceived challenges, and beliefs about effective strategies to support reading comprehension. A thematic analysis was conducted to examine the data and highlight trends that differentiate the perspectives of certified and noncertified teachers. Findings from this study provide insights into how teacher certification status influences reading instruction, offering recommendations for best practices and professional development impacting student comprehension outcomes.
Advisor
Tami Morton
Subject Categories
Education
Recommended Citation
Lopez, Brenda, "A Qualitative Analysis of Certified Versus Noncertified Reading Teachers’ Perspectives on Factors Influencing Students’ Reading Comprehension Skills" (2026). Electronic Theses & Dissertations. 1377.
https://lair.etamu.edu/etd/1377
