Teachers' Experiences Implementing Reading Interventions in Middle Schools: Phenomenology Study

The purpose of this hermeneutic phenomenological study was to understand the experiences of middle school teachers implementing reading interventions in southeastern Virginia. The theory that guided this study was Knowles’ theory on adult learning as it identifies and pertains to the approaches for adult learning as teachers learn best practices to implement reading interventions in their classrooms. 10 teachers described their experiences implementing reading interventions by creating a timeline, participating in a one-on-one interview, and responding to journal prompts. Data were collected and organized using a coding system. Codes were assigned based on similarities and emerging themes. Then, data were analyzed by identifying patterns and relationships of the themes, which were categorized, and defined based on the research question. The four major themes that emerged from the analyzed data were collaboration and support, professional development, teacher attitudes, and student-teacher engagement.