Date of Award
Action Research Project
Master of Arts in Education
The purpose of this paper was to examine the effects of daily phonics instruction on first grade oral reading fluency scores. This 10-week intervention took place in a suburban first grade classroom through whole group and small group instruction. Data was collected using a pre and post confidence interview, weekly written formative assessments, standardized testing, and seasonal benchmark fluency testing. An increase in oral reading fluency was demonstrated following the implementation of daily phonics instruction, but not significant enough to say that the phonics instruction was the sole reasoning for the small increase in fluency scores. Research should continue to identify the effects that phonics instruction has on the fluency of first grade students, and additionally other instructional methods that have an impact as well. Furthermore, a longitudinal study involving how a phonics-based instructional strategy impacts the reading fluency of students in the primary grades. This information can be utilized to best inform reading instruction with first grade students.
Johnson, Allison M.. (2022). The Effects of Daily Explicit Phonics Instruction on Reading Fluency in First Grade. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/485