Date Approved
8-4-2025
Graduate Degree Type
Project
Degree Name
Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)
Degree Program
College of Education
First Advisor
Sherie Klee
Academic Year
2024/2025
Abstract
Research consistently demonstrated the impact that explicit instruction has on young children’s acquisition of phonemic awareness and phonics skills, critical foundations for later reading success. These skills are linked to achievement in reading in the upper elementary grades and beyond. Children reading below often face challenges across subject areas, and low literacy levels can limit meaningful participation in the community. This project examines research on developing phonemic awareness and phonics skills. With proper training and knowledge, teachers can improve student outcomes in these areas. However, teacher preparation programs and professional development does not adequately address these skills and how to teach them effectively. The goal of this project is to provide educators with information about explicit instruction, phonemic awareness and phonics and stress the importance of a systematic, explicit approach to foundational reading skills. By equipping teachers with proven strategies, schools can better support early literacy development, putting students on a path to academic and personal success.
ScholarWorks Citation
Fisher, Sydney J., "Explicit Instruction’s Role in Phonemic Awareness and Phonics in Early Childhood Education" (2025). Culminating Experience Projects. 612.
https://scholarworks.gvsu.edu/gradprojects/612
