Date of Award
Master of Education in Teaching and Learning
Choosing a phonics instructional approach to use in the classroom can be a difficult task for teachers, which is why many schools have started implementing specific phonics programs. The purpose of this study was to determine the student and teacher perceptions of the “Really Great Reading” phonics program and its effectiveness for helping students learn to read and spell. The study took place in a second-grade classroom with twenty in-person students and the classroom teacher. The researcher gathered data from surveys, interviews, and pre- and post-assessments. Qualitative data was analyzed using the constant comparative method and quantitative data was analyzed using descriptive statistics. Four major themes emerged including the program being systematic, the need for differentiation, student progress, and foundational phonics skills lessons. The study may be helpful for teachers and educators that want to gain more insight about the program.
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Simmons, Savanna, "Students’ and Teacher Perceptions on the “Really Great Reading” Phonics Program and Its Effectiveness" (2021). Masters of Education in Teaching and Learning. 41.