The experience and performance of phonics in teaching structured literacy to children in kindergarten to third grade with and without disabilities
Click the Poster to View Full Screen, Right click to save image
Gabriella Cerrone
College:
College of Education
Major:
Special Education
Faculty Research Advisor(s):
Janet Fike
Abstract:
Research demonstrates that phonics is beneficial. “Phonics approaches have been consistently found to be effective in supporting younger students to master the basics of reading, with an average impact of an additional five months’ progress. While there have been fewer studies examining phonics with older readers, there is evidence that it can have a positive approach” (Evidence for Learning, 2023, p. 2). This study will demonstrate that teachers see the impact on the student’s performance in reading and writing for students with and without disabilities. It will also show to what extent teachers are being taught or trained in phonics.
The purpose of this study is to examine the extent and effectiveness of phonics in teaching structured literacy to children in kindergarten to third grade with and without disabilities. The study will evaluate the scope of teachers’ training in phonics, and determine whether teachers’ perception regarding those students who receive phonics instruction have a more significant improvement in reading and writing skills.