Capstone Project Title
The question that guided the research and project development was: What are key components and best practices in early decoding instruction? Throughout recent history, students in the United States have been taught to read based on two main theories: one that approaches literacy learning as natural development that should be supported by surrounding the child with rich and engaging literature, and the other that focuses more intently on teaching the student the patterns of spelling in order to decode words. Although educators have debated which is the most effective approach for decades, research consistently points to the importance of instructing students in phonological and phonemic awareness and having an explicit and systematic scope and sequence for phonics. The literature review was heavily influenced by work by David Kilpatrick, a leading expert in early decoding and phonological awareness instruction, Louisa Moats and Carol Tolman and their development of the LETRS program (2019), which provides knowledge for educators about how the brain learns to read and best instructional practices, Hollis Scarborough’s Reading Rope Theory (2001), Phillip Gough and William Tunmer with their Simple View of Reading (1986), and Linnea Ehri’s Four Phases of Reading Development (2014). From the literature review, a professional development series aimed at early elementary educators was developed to teach about phonological and phonemic awareness: what they are, why they are important in early literacy instruction, and effective strategies for teaching, screening, intervening, and monitoring progress.
Literacy, Reading, Staff Development
Fruetel, Erika, "Key Components And Best Practices Of Early Decoding Instruction" (2023). School of Education and Leadership Student Capstone Projects. 951.
School of Education Student Capstone Projects