Capstone Project Title
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.
Curriculum, Foreign Language, Reading, Bilingual education, immersion education
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.
School of Education Student Capstone Projects