Date of Award
Winter 12-16-2021
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Tiffany Bockelmann
Keywords
Heggerty, phonemic awareness, guided reading, kindergarten
Abstract
This study focuses on the impact of the implementation of Heggerty Phonemic Awareness and Literacy Footprints guided reading system curriculum in a kindergarten classroom. Adding these interventions are to determine if a focus on phonemic awareness skills is essential for students to learn when beginning to learn how to read. Students were tested at the beginning of the school year for a base score, then tracked at every month, and then a final benchmarking in December. The study took place in a North Dakota elementary school, 23 kindergarten students was monitored for data purposes. The data and results demonstrate a positive impact on student learning by the implementation of Heggerty Phonemic Awareness and Literacy Footprints guided reading system curriculum.
Recommended Citation
Wierschke, Brianna Elizabeth, "The Effect of Direct Heggerty Phonemic Awareness Instruction and Small Group Literacy Interventions on Kindergarten Students’ Reading Growth" (2021). Dissertations, Theses, and Projects. 626.
https://red.mnstate.edu/thesis/626
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Elementary Education Commons