Term

Summer 2024

Capstone

Thesis

Degree Name

MA-TESOL

Primary Advisor/Dissertation Chair

Trish Harvey

Abstract

Goranson, E. (2024). The Impact of Explicit Instruction in Phonics and Phonological Awareness on Kindergarten English Learners’ Reading Scores

Language Essentials for Teachers of Reading and Spelling, or LETRSR, is a popular professional development course among early elementary teachers, which promises to restructure the teaching of literacy. An English as a Second Language (ESL) teacher inquired if LETRSR-endorsed practices would benefit the reading growth of English language learners. This research posed the question, How does explicit and systematic instruction in phonics and phonological awareness impact reading growth for kindergarten students who qualify for English language services? The LETRSR framework seems to end The Reading Wars between whole-language and phonics paradigms. However, the effectiveness of LETRSR was not examined with English learners represented. This research analyzes word recognition skill development through the lens of improving English learner outcomes. The study used a mixed methods approach, utilizing FastBridgeR progress monitoring data in Onset Sounds, Letter Sounds, Word Segmenting, and Decodable Words, oral language proficiency scores, and AI-analyzed teacher journals. The study found positive student growth in Onset Sounds, Letter Sounds, and Word Segmenting skills, limited growth in Decodable Words, improved overall word recognition, and a minimal effect of oral language on skill growth. The findings suggest that LETRSR training is beneficial for English learners and supports the involvement of ESL teachers in developing phonics and phonological awareness skills.

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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