Which Techniques can be Used to Help Struggling Kindergarten Students Retain Phonics in a Title I School?

Abstract

The purpose of this study is to determine whether daily intervention through learning in small groups, one-on-one intervention, and smart board technology impacts kindergarten students’ ability to retain phonics. This was a modified case study which used a single group of students who were not randomly selected. The participants of this study were three kindergarten students enrolled in a Title I school located in Washington, D.C. The participants were given daily group instruction, smart board technology, and one-on-one instruction with flash cards to help further their progress. Considering that this is a modified case study with only three students, no hypothesis was needed. The data uncovered that students showed an increase in performance on first sound fluency, letter name fluency, phoneme segmentation fluency, and nonsense word fluency when the pretest and posttest data were compared.