Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Catherine Kelly


Education, Curriculum and Instruction


This action research study aimed to determine the impacts of daily explicit phonics instruction and the impacts on reading fluency levels in a first-grade classroom. The intervention took place over ten weeks and included whole and small-group phonics instruction and independent practice. Seventeen six and seven-year-olds in a suburban elementary school participated in multisensory phonics activities for 20 to 30 minutes daily. Data was collected using seasonal benchmark assessments, teacher observations, and student self-reflections. Findings suggest that explicit phonics instruction increased reading fluency scores, but not significant enough to say it was the sole reason. Further research is needed to determine the effectiveness of phonics instruction over an extended period and for students with other learning needs, such as English language learners and special education students with academic goals.