Effectiveness of University of Florida Literacy Institute Foundations with a Kindergarten Student
Date of Award
Fall 12-17-2025
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Mary Dosch
Keywords
UFLI, reading, instruction, FastBridge, kindergarten
Abstract
The purpose of this project was to investigate the effectiveness of the University of Florida Literacy Institute (UFLI) Foundations curriculum. In the United States, approximately 30% of students are reading at or above grade level, indicating that increasing the reading skills of students is vital (National Assessment of Educational Progress, 2024). While the science of reading shows us that explicit instruction in phonemic awareness and phonics skills is very important and can help increase students’ reading skills (National Reading Panel, 2000), there are limited evidence-based and research-based reading curricula and programs for teaching students to read. In the current study, a kindergarten boy was referred for reading interventions after fall and winter screeners showed he was below average in letter identification and letter sounds. He began receiving daily instruction in UFLI and his progress was monitored by weekly FastBridge letter sound probes. The student made significant gains in letter sounds. UFLI Foundations was helpful in teaching phonemic awareness and phonics skills to help increase this student’s basic reading skills.
Recommended Citation
Flesner, Tiffany J., "Effectiveness of University of Florida Literacy Institute Foundations with a Kindergarten Student" (2025). Dissertations, Theses, and Projects. 1068.
https://red.mnstate.edu/thesis/1068