View in EDS

Phonemic Foundations: A Data-Driven Model for K-2 Reading Success in Title 1 Settings

Saved in:
Bibliographic Details
Title: Phonemic Foundations: A Data-Driven Model for K-2 Reading Success in Title 1 Settings
Language: English
Authors: Matthew Bailly
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 6
Publication Date: 2025
Document Type: Reports - Descriptive
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Descriptors: Elementary School Students, Kindergarten, Young Children, Grade 1, Grade 2, Beginning Reading, Reading Achievement, Rural Schools, Phonemic Awareness, Early Intervention, Reading Instruction, Educational Games, Instructional Effectiveness, Student Centered Learning, Emergent Literacy
Abstract: This practitioner article presents a data-driven phonemic awareness intervention model designed for K-2 students in a rural Title 1 elementary school. The purpose of the project was to address foundational reading gaps among early learners, particularly in communities with limited preschool access, low graduation rates, and minimal family-school academic engagement. Drawing from graduate coursework in early intervention, instructional design, and data-informed teaching, the author developed and implemented the Phonemic Awareness Boost Program--a structured, small-group instructional model emphasizing sound isolation, blending, segmenting, and manipulation. The intervention was delivered four times per week in 20-minute sessions and incorporated movement-based routines, auditory games, and weekly progress-monitoring tools such as the Phonological Awareness Skills Test (PAST) and Elkonin box activities. Results showed that over 80% of participating students demonstrated measurable growth in phonemic awareness, with many advancing at least one instructional level. One student, Nikoli, progressed from below benchmark to grade-level expectations, illustrating the program's transformative potential. This article contributes a replicable framework for early reading intervention in under-resourced schools and highlights the importance of timely, targeted support. It also reflects the author's professional growth as a data-literate, student-centered educator committed to equity and early literacy success.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED673658
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED673658
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED673658
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Phonemic Foundations: A Data-Driven Model for K-2 Reading Success in Title 1 Settings
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Matthew+Bailly%22">Matthew Bailly</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 6
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemic+Awareness%22">Phonemic Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This practitioner article presents a data-driven phonemic awareness intervention model designed for K-2 students in a rural Title 1 elementary school. The purpose of the project was to address foundational reading gaps among early learners, particularly in communities with limited preschool access, low graduation rates, and minimal family-school academic engagement. Drawing from graduate coursework in early intervention, instructional design, and data-informed teaching, the author developed and implemented the Phonemic Awareness Boost Program--a structured, small-group instructional model emphasizing sound isolation, blending, segmenting, and manipulation. The intervention was delivered four times per week in 20-minute sessions and incorporated movement-based routines, auditory games, and weekly progress-monitoring tools such as the Phonological Awareness Skills Test (PAST) and Elkonin box activities. Results showed that over 80% of participating students demonstrated measurable growth in phonemic awareness, with many advancing at least one instructional level. One student, Nikoli, progressed from below benchmark to grade-level expectations, illustrating the program's transformative potential. This article contributes a replicable framework for early reading intervention in under-resourced schools and highlights the importance of timely, targeted support. It also reflects the author's professional growth as a data-literate, student-centered educator committed to equity and early literacy success.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED673658
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED673658
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Phonemic Awareness
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
    Titles:
      – TitleFull: Phonemic Foundations: A Data-Driven Model for K-2 Reading Success in Title 1 Settings
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Matthew Bailly
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 22
              M: 06
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Online Submission
              Type: main
ResultId 1