Title

Increasing Consonant Blend Word Reading Fluency in Third Grade Students: A PRESS Phonics Intervention

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Mary Dosch

Keywords

Decoding, Alphabetic Principle, 3rd Grade

Abstract

Reading proficiency is critical for student success in the academic setting. To become a proficient reader, students must first be able to identify which sounds correspond with the letters found in words they encounter and be able to combine those sounds to make words. This skill is known as phonics, decoding, or the alphabetic principle. According to the National Reading Panel (2000), phonics is one of five essential factors students must master in order to develop into proficient readers. Phonics knowledge enables readers to decode words with increasing ease, which in turn increases reading fluency and allows for comprehension. This project examined the use of a Path to Reading Excellence in School Sites (PRESS; Minnesota Center for Reading Research, 2017) targeted phonics intervention to increase consonant blend word reading fluency in two third-grade students and whether the intervention improved their reading rate. Results showed the intervention did increase both students’ consonant blend word reading fluency, and one student was on track to meet the school’s oral reading fluency benchmark for the end of third grade.

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