Semester
Spring
Date of Graduation
2026
Document Type
Dissertation
Degree Type
PhD
College
College of Applied Human Sciences
Department
Education
Committee Chair
Allison Swan Dagen
Committee Member
Aimee Morewood
Committee Member
Matthew Campbell
Committee Member
Cheyenne Luzynski
Abstract
This qualitative multiple-case study explored how reading specialists enact literacy leadership within elementary schools in West Virginia. Although reading specialists are increasingly expected to support schoolwide literacy improvement, leadership responsibilities are not always explicitly defined within their roles. Guided by a communities of practice framework and an identity model, this study examined how reading specialists develop and demonstrate literacy leadership through their daily interactions with teachers, administrators, and other school personnel. Data sources included participant questionnaires and semi-structured interviews with participants, their principals, and colleagues from their school. Participants in this study included three reading specialists (interventionists) working in K-5 elementary schools within a high-performing WV school district. Findings suggest that participants demonstrated literacy leadership through collaborative instructional work, facilitation of professional conversations about literacy, and engagement in data-informed decision-making with colleagues. Their contributions were grounded in strong knowledge of literacy content, instruction, assessment, and student learning. This expertise positioned them as valuable resources within their schools. Participation in collaborative structures, such as professional learning communities and instructional teams, provided these specialists with opportunities to share their expertise and influence instructional practices across classrooms. Taken together, the findings suggest that reading specialists can function as informal literacy leaders when schools intentionally support collaborative professional engagement. Implications for practice, preparation programs, and school leaders are discussed. The study contributes to ongoing conversations about how specialized literacy professionals can support schoolwide literacy improvement in contexts where leadership responsibilities are not formally defined.
Recommended Citation
Petrone, Christina Glance, "How Do Reading Specialists Shape Their Identities as Literacy Leaders? An exploration of competence, performance, and recognition within communities of practice" (2026). Graduate Theses, Dissertations, and Problem Reports. 13201.
https://researchrepository.wvu.edu/etd/13201