Effects of Guided Reading on Phonics Skills

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Belma Sadikovic


guided reading, phonics, phonemic awareness, AimsWeb



The present study explored how guided reading with an emphasis on phonics instruction affected students’ understanding of phonics. This study looked at the data administered through AimsWeb Letter Word Sound Fluency testing. The study followed twelve students who were placed in strategic and intensive categories of AimsWeb testing and were provided with weekly guided reading groups (small group work) to practice phonics skills. Progress monitoring statistics were documented throughout the time of January to May of 2019. Additionally, testing skills were progressed monitored and a goal for each student was developed to reach for the spring AimsWeb testing. The progress monitoring and spring AimsWeb testing data were used to determine if there were significant differences for the students who participated in the guided reading instruction. This data also showed student movement from intensive categories in AimsWeb to the strategic and benchmark categories. This, in turn, helped to understand the effects of guided reading with an emphasis in phonics.

Keywords: guided reading, AimWeb, phonemic awareness

Abstract only: No full text available.