ERIC Number: ED459448
Record Type: RIE
Publication Date: 2001-Dec
Reference Count: N/A
Improving Reading Skills through Phonics Instruction in the Primary Grades.
Brackemyer, Jessica; Fuca, Debra; Suarez, Karen
This report stresses the need to incorporate various methods of teaching as a means of developing an integrated curriculum to address the lack of phonetic skills amongst second grade and kindergarten students. The target population of Site A consisted of a kindergarten classroom in a medium-sized district of a growing middle class community located in a northeastern suburb of Illinois. The target population of Site B was two second grade classrooms located in the same community. Evidence for the existence of the problem included the deficiency of skills from assessments that indicated students' academic performance, teacher observations, and anecdotal records. Analysis of probable cause data revealed a lack of curriculum focus in the area of phonetic instruction. Teachers observed incoming students' lack of retention and transferring skills. The skills taught in the reading curriculum did not meet all students' needs. Possible solutions that were explored in this project included: whole language instruction, basal series lessons, and individualized instruction. Through this process of engaged learning the researchers have examined, analyzed, incorporated, and assessed the learning and transfer of skills of the targeted groups for further commentary. The results of the action research project were favorable. Using supplemental phonics instruction showed that relevant application of skills presented in an active learning environment might have led to meaningful discovery and student success. Students were enthusiastic and looked forward to learning upon entering school each day. Students who get fragmented pieces of knowledge rarely gain understanding. For students to maximize their potential and be successful in life they have to understand that knowledge is life. This understanding will be the foundation needed for students to grow and be life-long learners. Teacher questionnaire is attached. (Contains 30 references and 5 tables.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.