Term
Spring 2023
Capstone
Capstone Project
Degree Name
MALED
Facilitator(s)
Jennifer Carlson
Content Expert
Lacy Tetzloff
Abstract
Recent research suggests that structured literacy, the systematic teaching of phonological awareness, phonics, and word recognition skills, is highly indicative of students’ proficiency in reading. This is true not only in monolingual literacy programs but in bilingual programs as well. While many schools across the United States have implemented best practices, this is not the case for many Spanish immersion programs. This capstone seeks to address this problem with the question How does systematic literacy instruction of phonemic awareness and phonics in Spanish Immersion impact student mastery of early literacy skills in first grade? It analyzes the current research about structured literacy, the cross-linguistic transfer between languages, and the impact of structured literacy on students with dyslexia. The findings in this project illustrate how structured literacy of phonological awareness and phonics in a Spanish immersion setting contribute to student proficiency in both languages.
Project Type
Curriculum
Keywords
Curriculum, Foreign Language, Reading, Bilingual education, immersion education
Recommended Citation
Boe, Elisabeth, "The Impact of Systematic Phonemic Awareness and Phonics Instruction in a Spanish Immersion First-Grade Classroom" (2023). School of Education and Leadership Student Capstone Projects. 915.
https://digitalcommons.hamline.edu/hse_cp/915
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects