Literacy Across Contexts: The Importance of Teaching Systematic and Explicit Reading Foundations at an Early Age

Date of Award

Spring 5-7-2026

Document Type

Thesis (699 registration)

Degree Name

Master of Science in School Psychology

Department

Graduate Studies

Committee Chair

Dr. Mary Dosch

Keywords

Interior Alaska, letterbox, MTSS, simple view of reading, EBD, ADHD

Abstract

Literacy remains a significant challenge in the United States, where approximately 20% of elementary students face severe reading difficulties, and many more are at risk of not meeting benchmarks. This project examines the implementation of the University of Florida Literacy Institute (UFLI) Foundations curriculum, a systematic and explicit program designed to teach foundational reading skills. The study focused on two third-grade students, one was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), and the other was receiving services for Emotional Behavioral Disturbance (EBD). The intervention was conducted four days per week for seven weeks, in 30-minute sessions, targeting phonemic awareness, decoding, spelling, and irregular-word recognition. Progress was monitored weekly using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency (ORF) passages and retell assessments. Both students achieved significant growth, exceeding the target goal of a 50% increase in correct words per minute; specifically, one student improved by 126% and the other by 74% from their baseline scores. The structured, predictable routine of the UFLI curriculum provided stability and reduced cognitive load, enabling these students to make measurable academic progress. The UFLI program was effective for these two students.

Abstract only: No full text available.

Share

COinS