The Effects of Small Group Phonics Intervention on Low Achieving Kindergarten Students

Abstract

The purpose of this study was to determine whether daily small group intervention in the area of phonics would positively impact achievement of selected Kindergarten students enrolled in the class. The measurement tool used was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark assessment. This study involved the use of a pre-test/post-test design to compare data from January 2013 (before the intervention was administered) to May 2014 (after the intervention was completed). Achievement gains were significant, though results could be attributable to a number of intervening factors. Research in the area of small group instruction should continue given the connection between early phonics intervention and future reading achievement.