Improving Phonemic Awareness Skills Using Heggerty with Two Kindergartners

Date of Award

Fall 12-14-2023

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Amber Visina


Phonemic Awareness, Kindergarten, Early Literacy


The purpose of this project was to evaluate the effects of Heggerty’s Pre-Kindergarten Phonemic Awareness Curriculum on kindergartners' phonemic awareness skills. The intervention was implemented with two kindergarten students. Both students were receiving prior interventions with little growth. Heggerty was provided two times each week for approximately 15 minutes; students’ progress was monitored using EasyCBM, curriculum-based measurement probes. The results of the Heggerty intervention showed progress for one student and little progress for the other student. This paper outlines the importance of reading, phonemic awareness, and early reading intervention as well as the analysis of the Heggerty Intervention to increase phonemic awareness skills.

Abstract only: No full text available.