Title

Using Visual Phonics to Promote Early Literacy Development

Date of Award

Winter 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Courtney LaLonde

Keywords

Visual Phonics, Early Literacy

Abstract

This action research project examined the effects of using Visual Phonics hand cues to teach phonics skills to Kindergarten students. Students learned and practiced Visual Phonics hand cues every day for five weeks. This included whole group instruction, as well as supplemented small group and individualized instruction depending on the student's progress and individual needs. Students learned the 26 basic letter sounds of the alphabet including the 21 consonants and the five short vowel sounds. The study looked to answer the following research questions: In what ways can Visual Phonics help students learn letters and sound correspondences in a regular education classroom setting for students without hearing loss? And how can a more hands-on approach help students learn this information? The study looked to compare and track the progress of students uppercase, lowercase, and letter sound identification and recognition from the beginning of the 2018-2019 school year in October to early November. Results from the study showed a positive correlation between using Visual Phonics hand cues and an increase in students’ knowledge of uppercase letters, lowercase letters and letter sounds. Results of this study will provide relevant information for elementary education teachers, special education teachers, parents, administration and anyone who instructs students in learning letters and letter sound skills.

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