Utilizing Direct Phonemic Awareness Instruction to Support Intervention in a Title Ⅰ First- Grade Classroom

Item

Title
Utilizing Direct Phonemic Awareness Instruction to Support Intervention in a Title Ⅰ First- Grade Classroom
Creator
Sapphire Dorfman
Degree Name
Master of Science in Education: Reading
Project Type
Professional Project
Date
6/17/2023
Abstract
This project follows my journey as an early-years educator and my experience implementing direct phonemic awareness instruction into my classroom. For many years, research has supported the use of direct and explicit phonemic awareness instruction into the classroom setting to support reading acquisition in beginning readers. To accomplish this, the Heggerty (2022) and the UFLI (2022) curriculums were implemented in a first grade classroom setting. Growth and literacy development for the students and myself were highlighted by the use of vignettes and supporting images. Reflections on the project showed a positive correlation between direct phonemic awareness instruction and overall literacy development. Advocacy and professional development opportunities are proposed as future endeavors to educate others about the importance of phonemic awareness instruction.
Keywords
Phonemic awareness, phoneme-graphing mapping, intervention
Committee Member
Joshua Schulze
Marie LeJeune
Chloe Hughes
Rights
Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.
http://rightsstatements.org/vocab/InC/1.0/
Language
eng
Type
Text
Image;StillImage