The Impact of Explicit Phonemic Awareness Instruction in a Kindergarten Classroom

This action research project involved an investigation of the effects of explicit phonemic awareness instruction on letter-sound fluency. The sample included 16 kindergarten students at a public pre-primary elementary school in the north-central region of the United States. Students participated in daily whole group lessons with explicit phonemic awareness instruction and guided practice. Data tools included pre- and post-assessments in letter-sound fluency, phoneme isolation and manipulation. Standardized assessment data in letter-sound fluency, onset sound fluency compared Fall assessments to Winter assessments and showed the level of risk for later difficulties in reading. Quantitative data showed growth in students’ phonemic awareness abilities over the course of the study. Through the action research, it was determined that explicit instruction in phonemic awareness skills was beneficial for students’ pre-reading abilities. My action plan includes continued explicit instruction through the duration of this school year and in every year to come