-
Title
-
Foundations Forward: Designing an Evidence-Based Intervention Plan for Upper Elementary Emerging Readers
-
Creator
-
Kiley Baker
-
Degree Name
-
Master of Science in Education: Curriculum and Instruction
-
Project Type
-
professional_project
-
Date
-
6/1/2026
-
Abstract
-
This professional project examines the implementation of an intensive literacy intervention program for upper elementary students who continue to struggle with reading despite receiving core classroom instruction. Grounded in the Science of Reading and structured literacy principles, the project explores evidence-based practices that target foundational reading skills, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Through data analysis, intervention planning, and progress monitoring, the project demonstrates how systematic, explicit instruction can accelerate reading growth for students with significant literacy needs. The goal is to provide educators with practical strategies to improve reading outcomes and increase long-term academic success.
-
Keywords
-
Structured Literacy
-
Science of Reading
-
Upper Elementary Reading Intervention
-
Committee Member
-
Gregory Zobel
-
Ken Carano
-
Lin Wu
-
Rights
-
Western Oregon University Library has determined, as of 07/27/2026, 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.
-
https://rightsstatements.org/page/InC/1.0/?language=en
-
Language
-
eng
-
Type
-
text
-
Image;StillImage
-
data
