The Importance of Explicit Concept of Word Instruction in Kindergarten to Promote Success as First Grade Readers

The purpose of this study was to investigate the effects of direct and explicit concept of word instruction in a Tier Two setting for kindergarten students who had not met the University of Virginia (UVA) Phonological Awareness Literacy Screening (PALS) benchmark for concept of word in September 2018. This study took place in an elementary school in Northern Virginia. The participants included boys and girls in kindergarten who had not met the concept of word Benchmark cut-off. Data was collected using the Fall PALS-K and Mid-Year PALS to select participants for the study as well as establish a baseline to monitor progress. The UVA PALS K Form B – Spring 2019 was used to assess concept of word at the end of the study. The findings from this study will aid primary teachers in building concept of word in their students