Haley Rowles

Date of Award

Fall 2023

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Linda Silvernail


This mixed-methods study investigated how critical literacy questioning impacted the self-efficacy of secondary students who had been repeatedly engaged in literacy intervention because of failed standardized assessments as well as the teacher experience in using critical literacy questioning. The study was conducted over four and a half weeks in a secondary literacy intervention classroom. Data was collected using surveys, observations, and interviews, which were analyzed through inductive coding. The results of the study indicate that critical literacy questioning, on average, increased student self-efficacy under certain conditions. It also illustrated that the use of critical literacy questioning, which sometimes leads to controversial student conversations, was complex, increasing both the teacher’s anxiety and overall job satisfaction.


© 2024, Haley Rowles