Campus Location

Abilene Campus

Date of Award

Spring 5-6-2021

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Andrew Huddleston

Abstract

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.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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