Date of Award
Doctor of Education (Ded)
Professional Studies in Education
This descriptive, qualitative case study examined how eight teachers in two school districts implemented the Daily 5 reading framework into their first and second grade classrooms. The participants’ implementation was compared to the recommended implementation in the book The Daily 5: Fostering Literacy Independence in the Elementary Grades (Boushey & Moser, 2014). Specific adaptations from each participant demonstrated how Daily 5 can be adjusted to meet the needs of both the teacher and the students. Further information about the chosen materials helped to understand what is needed and can be used for Daily 5. The perceived benefits for the teacher, students, and higher-grade levels built upon the research supporting the academic benefits of Daily 5.
Semi-structured interviews, lesson plans, and classroom observations served as data sources. The interviews were coded and analyzed using qualitative content analysis to identify emerging themes. The themes were categorized by the implementation, materials, benefits, and adaptations to further understand each participant’s experience.
The results of this study found that participants adapted Daily 5 in a multitude of ways. The participants ranged in the amount of activities that were introduced to the students. The manner in which the activities were introduced to the students did not typically follow the recommended approach. The chosen materials went beyond the recommended implementation. One of the benefits of Daily 5 was that it allowed the teacher to meet with a guided reading group without interruptions. An unanticipated finding was that three of the participants disliked Daily 5, but continued to do it due to district mandates. It was found that most teachers believed their students enjoyed completing Daily 5 activities.
Sherman, Katharine, "Teacher Implementation of the Daily 5 Reading Framework" (2018). Theses and Dissertations (All). 1640.