The Impact of Explicit Phonemic Awareness Instruction on Instructional Reading Levels in Kindergarten
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2019-05-14
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Masters of Education
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Abstract
The purpose of this study was to examine the impact of explicit phonemic awareness instruction during small group instruction on kindergarten students’ instructional reading levels. The measurement tool used was Fountas and Pinnell’s (2017) Benchmark Assessment System and the treatment utilized “Phonemic Awareness: The Skills That They Need To Help Them Succeed!” by Michael Heggerty. A one-group pre/post design was used to determine the impact of six weeks of explicit phonemic awareness instruction in small group on instructional reading levels. Pre-to-post gains were statistically and practically significant in the areas of instructional reading level, overall accuracy and comprehension, and fluency.