Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
Phonics, Literacy, Interventions, MTSS, Elementary Readers, Small Groups
Nationwide students have struggled to achieve reading proficiency as measured by standardized tests. Reading is a critical tool for academic success. Lack of reading skills and strategies may contribute to difficulty in several aspects of academic life for students. Research has shown that phonics skills play a crucial part in determining if a student will achieve independent readership. Phonics skills may be foundational building blocks upon which students can develop further reading skills, culminating in independent readership, particularly in early elementary school. Daily phonics interventions may help improve a student’s performance in reading. The focus of this particular, quantitative study is to determine the effectiveness of a phonics intervention in the classroom targeted at students who are in the Tier 1 and Tier 2 level. This 2022-2023 study takes place in a small town in northern North Dakota. The study focuses on students from two third grade classes with varying levels of academic abilities, many far below grade level standards. Data from test scores are collected from state STAR reading tests throughout the year. Scores will be compared to the pre-intervention data collected to determine growth. The data will be collected from the two third grade classroom and results will be provided.
Kasprick, Brittany, "The Effectiveness of Using Phonics Instruction and Interventions in Elementary Classrooms" (2023). Dissertations, Theses, and Projects. 820.