Action Research: Improving Literacy With Tracker Systems for Students With an IEP

Author

Annamaria Weigel, Lynn University

Date of Award

12-2025

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (Ed.D.)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Dr. Jennifer J. Lesh

Second Advisor

Dr. Brittany E. Kiser

Third Advisor

Dr. Kelly A. Burlison

Abstract

This action research study examined the effectiveness of the Prescribed Tracker System and structured literacy instruction on improving reading proficiency among elementary students with individualized education programs. The purpose of the study was to determine whether systematic phonics instruction, combined with data-driven progress monitoring, could increase decoding accuracy and oral reading fluency for students performing below grade level. The research was grounded in the science of reading framework and zone of proximal development, emphasizing explicit instruction, guided practice, and scaffolded learning within a supportive environment.

Five students in Grades 3 through 5 participated in a 6-week intervention, conducted twice a week for 30 minutes, at a local public library in the southeastern United States. Instruction included the use of Elkonin boxes, repeated readings, and targeted phonics lessons aligned with the PTS sequence. Data were collected through pre- and post-Core Phonics Surveys, weekly oral reading fluency probes, and qualitative observation notes.

All participants demonstrated measurable improvement in phonics accuracy and reading fluency, with individual growth ranging from 9 to 82 words correct per minute. Students who received consistent home support showed the highest gains, while those with variable home routines still achieved steady progress. Results indicated that short-term, structured interventions paired with systematic progress monitoring could significantly enhance literacy outcomes for students with disabilities. The findings support the importance of explicit, data-informed instruction within the multitiered system of supports framework and highlight the value of collaboration between educators and families in promoting sustainable reading success.

Recommended Citation

Weigel, A. (2025). Action Research: Improving Literacy With Tracker Systems for Students With an IEP [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/444