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