Theses and Dissertations

Advisor

Moore, Jenifer

Committee Member

Smith, Kaleb

Committee Member

Burson, Debra

Committee Member

Bost, Zachary

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Doctoral Capstone - Open Access

Major

Education (Educational Policy & Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

Oklahoma has implemented state-mandated literacy reforms grounded in the Science of Reading (SoR) to address persistent reading achievement challenges. Despite increased accountability measures and adoption of approved intervention programs, secondary literacy outcomes in Tulsa Public Schools (TPS) remain low, raising questions about policy design and implementation. The purpose of this project is to analyze the state-mandated framework for secondary reading intervention in TPS and develop evidence-based recommendations to strengthen literacy outcomes. The study is guided by the Adapted Policy Analysis Triangle, which examines policy through the domains of content, context, process, and actors. The research explores effective intervention practices, implementation barriers, and recommendations for improving policy and practice. The project uses a desk-based methodology, including a systematic literature review and secondary analysis of policy documents, state guidance, district reports, and monitoring documents. Data are organized and analyzed through the four domains of the Adapted Policy Analysis Triangle. Findings indicate that effective secondary literacy interventions require explicit and systematic instruction, student engagement and motivation, teacher expertise, and supportive implementation conditions. The analysis also identifies challenges related to accountability pressures, implementation demands, technology-based interventions, and professional development. In response, a policy analysis report provides recommendations for state policymakers, district leaders, school administrators, and educators to improve the design and implementation of secondary reading interventions in TPS. Keywords: secondary literacy, reading intervention, Science of Reading, education policy, Policy Analysis Triangle

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