Primary Literacy Instruction: A Design for Increasing Pre-Reading Skills

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cityu.schoolSchool of Education and Leadership
cityu.siteRenton
cityu.site.countryUnited States
dc.contributor.authorStrub, Anna
dc.date.accessioned2022-05-06T22:53:28Z
dc.date.available2022-05-06T22:53:28Z
dc.date.issued2022-03-22
dc.description.abstractStudent practice and exposure to foundational literacy skills as building blocks to their later reading fluency and comprehension is an important aspect of fostering student success in literacy. Many studies explored within this work will attest to the importance of student engagement with these foundational skills in the primary grades. While many of these foundational skills are practiced, such as letter-sound and letter-symbol recognition, other foundational skills, such as blending and segmenting, are not prioritized as much, leading to some struggling readers continuing to fall behind. This work explores some viable solutions to introduce key phonological skills within the bounds of the prescribed curriculum to maximize classroom time management, student exposure and practice with these skills, and ultimately to meet the needs of struggling readers to improve their chances of reaching grade-level literacy expectations.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1777
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectphonemic awareness
dc.subjectphonological awareness
dc.subjectphonemic skills
dc.subjectphonological skills
dc.subjectpre-reading skills
dc.subjectblending
dc.subjectsegmenting
dc.titlePrimary Literacy Instruction: A Design for Increasing Pre-Reading Skills
dc.typeCapstone
thesis.degree.disciplineAdult Education and Instructional Design
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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