The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
There is a growing concern among educators regarding how children best develop early literacy skills. Due to this educational concern, the purpose of this study was to investigate and build a better understanding of how explicit and systematic phonics, phonemic, and phonological awareness instruction impact kindergarten and first-grade student’s ability to decode text. Participants of the study included students currently enrolled in the researcher’s kindergarten and first-grade classrooms within two elementary schools consisting of 54 students. The researchers modeled and taught literacy skills and concepts on a daily basis with all students using explicit and systematic literacy instruction. The research design was a quantitative study using data collected through a FastBridge Nonsense Word Fluency screener (Illuminate Education Inc., 2023) on a biweekly basis analyzing a student's ability to decode. The study took place during the 2022-2023 academic school year. The results of the study indicate there is a significant correlation between explicit and systematic instruction of early literacy skills and a student’s ability to decode.
Olson, Stacy; Parenteau, Megan; and Parenteau, Monica, "The Effectiveness of Explicit Literacy Instruction on Kindergarten and First-Grade Student’s Decoding Abilities" (2023). Dissertations, Theses, and Projects. 827.