Author: Jacqueline Kern

Publisher:

Published: 2014

Total Pages: 61

ISBN-13:

The purpose of this single case design research study was to examine the effects of direct and systematic instruction of phonemic awareness and phonics on students in special education. Five students in special education from a blended kindergarten class of thirty students participated in this study. The participants received a seven week intervention with direct and systematic instruction in phonemic awareness and phonics. Weekly assessments were given to the students in four skill areas, including initial sound fluency, phoneme segmentation fluency, letter naming fluency, and nonsense word fluency. The results of the study demonstrated gains for all five students and indicated that direct and systematic instruction is effective in increasing phonemic awareness and phonics skills for students in special education. Suggestions for further research include expansion to other grade levels and examination of the effects for students in general education compared to students in special education.