Accelerating first grade reading growth through systematic yet responsive phonics instruction
Term
2014
Capstone
Thesis
Degree Name
MALED
Abstract
The research question addressed in this capstone was how does a guided reading framework that includes systematic yet responsive phonics instruction accelerate the growth of striving first grade readers? The over-arching goal of this action research project was to accelerate overall reading performance for striving readers. The approach used was embedding systematic phonics mini-lessons within the regular guided reading instruction. The content of these lessons was determined by student need, rather than following a specific scope and sequence. The work of Fountas and Pinnell influenced this project, in developing a mini-lesson format and in selecting appropriate instructional goals. The results of this research support a responsive, student-centered approach that offers phonics instruction through mini-lessons as a method of accelerating student reading performance. All four participants doubled the expected reading growth during this four-week research project.
Recommended Citation
Dickinson, Christine K., "Accelerating first grade reading growth through systematic yet responsive phonics instruction" (2014). School of Education and Leadership Student Capstone Theses and Dissertations. 4062.
https://digitalcommons.hamline.edu/hse_all/4062
