Date of Award

5-2022

Access Control

Open Access

Abstract

The purpose of this study was to get insight related to the literacy instruction and the connection between phonological awareness, phonemic awareness, and phonics for fluent reading. The research includes examinations of students' prior knowledge of phonological awareness, phonemic awareness, and phonics decoding skills, along with their ability to read grade level text. Students received daily instruction in literacy through modified Lucy Calkins’ Units of Study in reading, writing, and phonics. Some adaptations and supplemental resources were used to support this curriculum. As the data was collected the instructor made adjustments to the instruction to fill gaps in phonological awareness, phonemic awareness, and phonics decoding skills to give students the tools needed to be effective, fluent readers. At the end of study students were reassessed using the same pre assessment tools to find the effectiveness of phonological awareness and phonemic awareness being paired with the phonics instruction. The researcher observed that students used their phonological and phonemic awareness skills to decode words more effectively, resulting in students becoming fluent readers as assessed by the Fountas and Pinnell running record guide. The results of the study found that students' phonological awareness and phonemic awareness knowledge supported their phonics understanding and reading abilities.

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