The No Child Left Behind Act mandates that all elementary and secondary students achieve 100% proficiency in reading by 2014. Guided by constructivist theories of Dewey and Vygotsky, which hold that individuals learn through experiences and through social interactions with others, the purpose of this phenomenological study was to explore the literary experiences of educators who teach at a Title I elementary school that has not met adequate yearly progress in reading for the past 5 years. The perceptions of teachers and administrators regarding the adequate reading progress in reading achievement for students in Grades 3-5 were explored. Data were collected from interviews of a purposefully selected sample of Grades 3-5 educators and administrators (N = 9); these data were then, organized, coded, and arranged into themes. The findings of this study revealed a gap in teachers' reading instruction and teachers' desire to collaborate with colleagues within the local school. Based on the results, a professional staff development plan with research-based vocabulary practices to enhance or supplement present instruction was developed to help students build vocabulary skills and help increase students' reading achievement levels. The study can contribute to social change for families, educators, and school community partners by promoting literacy so that students can achieve positive reading outcomes to succeed in a global society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]