The Effects of Direct Phonemic Awareness Instruction on Emergent Reading

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


The purpose of this study was to determine whether direct phonemic awareness instruction affects emergent reading. More specifically, the study focused on the impact of daily, direct phonemic awareness lessons on kindergarten students’ emergent reading skills. Phonemic awareness lessons were directly taught each day. Each lesson lasted approximately fifteen minutes. Lessons included explicit instruction, modeling, and opportunities to practice the skills. Students were assessed using FastBridge earlyReading assessments. Results from assessments demonstrated that the majority of participants made progress in letter sounds and onset sounds, which are two important aspects of emergent reading skills.

Abstract only: No full text available.