Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
Phonics, Whole-Word, middle school, reading, spelling
This 2021 study experimentally investigated the impact five front-end-connective phonics had on the academic performance of middle school students in reading and spelling DIBELS nonsense words. In the upper grades, students depend on whole-word instruction instead of phoneme awareness. My focus was on whether or not front-end-connective phonics instruction played a significant role in the outcome of students’ scores on reading and spelling tests. Participants were assessed twice in both reading and spelling. The participants took an assessment at the beginning of the study and then a final assessment at the end of the study. The research took place in a Minnesota school setting, specifically with four fifth through seventh grade students.
Keywords: front-end-connective phonics, reading, spelling, whole-word instruction
Weber, Bridget, "Front-End-Connective Phonics Effectiveness in Reading and Spelling in Fifth Through Seventh Grade Students" (2021). Dissertations, Theses, and Projects. 628.