The Impact of Whole Class Word Mix-Up Phonics Intervention on Reading Achievement of 3rd Grade Students

Date of Award

Summer 7-31-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


COVID-19, crisis response, distance learning, reading achievement, phonics intervention


The purpose of this study is to examine the impact of a whole class phonics intervention on reading achievement of third grade students. Many teachers struggle to help increase students’ reading achievement each year and this study aims to find a possible avenue to fix this problem. Nineteen students in my third-grade class would have received the Fastbridge Word Mix-Up phonics intervention three days a week for fifteen minutes each time. This intervention would have taken place in addition to the regular 90 minutes of literacy instruction they received each day. Due to the unexpected school closure caused by COVID-19, the proposed plans for this study were unable to be implemented fully. Instead, this research study transitioned to an autoethnographic approach, that outlines my experiences as a third-grade teacher suddenly implementing distance learning. Common themes emerged from the researcher’s daily journal. Recommendations from these themes include flexibility, maintaining communication and using technology during in-person classes to prepare students for distance learning.

Abstract only: No full text available.