The Effects of Personalized Learning on Engagement and Academic Achievement in the Reading Standard of Phonemic Awareness

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


Phonemic Awareness, Personalized Learning, Choice Theory


The purpose of this study was to determine if choice in activities increased the engagement of students to support their growth of phonemic awareness skills. Specifically, the study looked at the choice of options during centers or Daily 5 time when the teacher is pulling small groups. All of the activities were hands-on and skill based to fit into personalized learning. Ultimately, the goal was to see if allowing choice will keep students engaged enough to continue to learn and practice skills students are struggling with. Students posted pictures using a private website to show their engagement in centers. The teacher gave a simple phonemic awareness assessment from the curriculum that is used in the classroom to track progress and decide on skills certain students need.

Abstract only: No full text available.