Melissa Erickson and Betsy Parrish
Sullivan, C. (2023) Effective teaching practices for phonemic awareness and phonics in small group reading instruction. This paper is the documentation of an educational coach’s journey to find the most effective small group instructional practices for teaching phonemic awareness and phonics to kindergarten and first grade students. The need to share this research led to the development of four professional development sessions for effective instruction of phonemic awareness and phonics instruction specifically created for teachers of kindergarten and first grade students. The Capstone project began by answering the question, How do kindergarten-first grade teachers use best practices in phonemic awareness and phonics to develop effective small group reading instruction that will increase students reading proficiency? The research led to four topics that teachers must understand in order to provide effective instruction. These topics are: Response to Intervention, using and understanding reading assessment data, best practices in teaching phonemic awareness and best practices in teaching phonics. This project includes: a narrative of the writer’s journey through the Capstone project, a review of associated literature, the four sessions of professional development complete with slides and an instructional guide, and an explanation of the framework used to create the professional development. Project Type Professional Development Keywords Response to Intervention, small groups, phonemic awareness, phonics
Response to Intervention, small groups, phonemic awareness, phonics
Sullivan, Caitlin, "Effective Teaching Practices for Phonemic Awareness and Phonics in Small Group Reading Instruction" (2023). School of Education and Leadership Student Capstone Projects. 993.
School of Education Student Capstone Projects