Date of Award

Spring 5-12-2023

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Kathy Enger


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.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.