The Use of Leveled Literacy Intervention to Increase Letter Sound Fluency in a First Grade Student

Date of Award

Spring 5-15-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Mary Dosch


Reading is a critical skill that all children need to develop a solid foundation for language and literacy. When young children do not acquire the necessary basic literacy skills, their reading development suffers, and they are likely to experience ongoing academic challenges throughout their schooling. The five factors of reading developed by the National Reading Panel (2002) include phonemic awareness, phonics, fluency, vocabulary, and comprehension. This project explored the importance of phonemic awareness, and phonics to focus on an intervention to increase fluency in learning letter sounds in early readers. Several interventions exist that prevent difficulty in reading. Leveled Literacy Intervention (LLI) is a program created to lift the literacy achievement of students who are not achieving grade level expectations in reading. This intervention was selected and implemented by a first-grade teacher with a student who had trouble in recognizing letter sounds. Results from Reading Curriculum Based Measurement (R-CBM) data indicated that LLI successfully improved letter sound fluency. Although LLI is an evidence-based intervention with effective results, it is not recommended to be a primary tool to increase letter word sound fluency.

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