03/05/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Julie Posternack “Implementing Lively Letters: Investigating Kindergarten Teachers’ Perceptions and Self-Efficacy in Literacy Instruction."

Candidate: Julie Posternack
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 18, 2026
Time: 8:30 a.m.
Location: Via Zoom
Thesis/Dissertation Title: Implementing Lively Letters: Investigating Kindergarten Teachers’ Perceptions and Self-Efficacy in Literacy Instruction

Dissertation Committee

  • Chair: Linda Riley, Ed.D., Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Jayson Ramalho, Ed.D.

Abstract
Early literacy development, particularly phonemic awareness, is a critical foundation for later reading success. At Hilliard Elementary School (pseudonym) in Naumkeag, Massachusetts, persistent gaps in third-grade English Language Arts outcomes suggest that disparities in literacy achievement begin in the earliest grades, disproportionately affecting students identified as high needs. Grounded in improvement science, this mixed-methods study examined teachers’ perceptions of implementing an early phonemic awareness curriculum at the start of kindergarten, in addition to structured curriculum support sessions, and whether it influenced teachers’ sense of efficacy for literacy instruction.

Three kindergarten teachers implemented the Lively Letters phonemic awareness curriculum during the first six weeks of the school year, accompanied by weekly curriculum support sessions. Quantitative data were collected using the Teachers’ Sense of Efficacy for Literacy Instruction (TSELI) survey administered pre- and post-intervention. Qualitative data were gathered through semi-structured interviews and teacher reflections and analyzed using multi-cycle inductive coding and thematic analysis.

Results indicated meaningful growth in teachers’ perceived efficacy. Mean TSELI scores increased from 7.05 to 8.71, representing a 24% improvement and a statistically significant gain, t(2) = 14.02, p = .005, with a very large effect size. Qualitative findings reinforced these results, highlighting increased teacher confidence, strengthened professional collaboration, accelerated student literacy growth, reduced cognitive load for learners, and enhanced equity through consistent access to foundational instruction. Collectively, findings suggest that beginning kindergarten with structured phonemic awareness instruction, supported by collaborative professional learning, may strengthen teacher capacity and promote more equitable early literacy outcomes.