Capstone project on phonemic awareness

1. Strengthening Reading Skills Through
Phonemic Awareness

2. Shaun Ware
A Capstone Presented to the Teachers College Faculty
of Western Governors University
in Partial Fulfillment of the Requirements for the Degree
Master of Learning and Technology

3. Overview Of Investigated Problem
While teaching I have identified certain deficiencies pertaining to the lack of phonemic awareness. Certain students
at my school do not have a complete understanding of the phonological process when it comes to literacy. Phonemic
awareness is the understanding that words can be manipulated to make sounds (Baker, Park, Baker, Basaraba,
Kame'enui, & Beck, 2012). Children at the academy have very high levels of frustration when it comes to reading,
thus leading them to give up easily. I have contributed these attributes to insufficient instructions and improper
interventions. In order to strengthen literacy skills and improve overall phonemic awareness, children need to have a
healthy understanding that letters can be manipulated to make sounds, and those sounds can be formulated into
words.

4. Overview Of Instructional Interventions
The research design employs a quantitative design approach. However, it takes an action research design model to
help solve the study issue. The rationale behind engaging in action research is to help the actor in enhancing or
refining his/her actions. Action research in this study can be an empowering experience. Therefore, this study
adheres to the action research model because it follows the effective process of the research design, including
selecting the focus, clarifying the theories, identifying research questions, collecting and analyzing data, reporting
results, and taking an informed action.

5. Data Collection and Analysis Methods
Quantitative data collected during the course of this study will be done with a pre assessment and post achievement
test in conjunction with the Dynamic Indicator of Basic Early Literacy Skills, (DIBELS). Both instruments align
with the research question by measuring participants growth in phonemic awareness, and improving reading skills.
The pre assessment will be facilitated by the researcher, and contain twenty questions dealing with letter blending,
word decoding, and letter substitution. There will be no time limit during the assessment. Each question will be
worth five points apiece, and scored from zero to a hundred.

6. Data Collection and Analysis Methods Continued
Pre Assessment Scoring Scale:
● 0-45% = Below Efficient
● 50-65% = Approaching
● 70-85% = Satisfactory
● 90-100% = Mastery
The pre assessment will provide information on participants weak and strong attributes within the realms of the
phonological process. Although, all four students struggle with the same types of deficiencies they compute
information in totally separate ways. The assessment will allow researchers to differentiate instructions within the
same interventions. Furthermore, the pre assessment will allow for researchers to introduce learners to new
vocabulary and key concepts that will help strengthen their overall phonemic awareness.

7. Data Collection and Analysis Methods Continued
In addition the post or achievement test will be measured against content validity, and desired outcome. The
achievement test’s desired outcome is focused on improving reading skills through phonemic awareness. The post
test will consist of content dealing with letter blending, word decoding, and letter substitution. A similar twenty
question assessment will be presented to participants with no time limit. Each question will be worth five points
apiece, and scored from zero to a hundred.
Achievement Scoring Scale:
● 0-45% = Below Efficient
● 50-65% = Approaching
● 70-85% = Satisfactory
● 90-100% = Mastery

8. Results and Conclusions
The research design employed was in quantitative nature. Though, it mainly focused on an action research design
approach to help solve the study problem. The main goal of the study was to determine how teaching phonemic
awareness could help struggling students strengthen reading skills. In order to answer this question, the study
employed pre and post assessments, and the DIBELS instrument to gather adequate information from the targeted
population. The issue of data security and confidentiality was also addressed by obtaining consent forms and
assuring participants of data security by keeping information confidential.

9. Results and Conclusions Continued
There is substantial evidence indicating that phonologically based interventions measures are effective in enriching
children’s language impairment. The study findings reveal that reading and oral language comprehension difficulties
can be managed by suitable intervention measures to boost vocabulary and broaden literacy skills (Chiappe, &
Siegel, 2015; Lund, Werfel, & Schuele, 2015). Further research findings prove that children who receive
phonological instruction in early childhood development demonstrate better literacy outcomes compared to those
who do not receive phonological literacy curriculum. Notably, children experiencing reading difficulties have the
minimal exposure to phonological awareness at an early age and some of them do not attend preschool programs.

10. Strengths and Weaknesses Of The Project
Time, language barrier, and cultural issues were among some of the weaknesses that were encountered during the
study. Getting the necessary sample size also proved to be a challenging aspect but was minimized by using simple
random sampling. Moreover, using uneven groups pose risk to the internal and external validity of the study.
Subjects did not perform as well on the pre assessment test during this quantitative assessment, but did better with
the post test. The study employed more than one test in order to attain the best results. Multiple regression analysis
was conducted and also proved to be a strength in yielding the best results.

11. References
Baker, D. L., Park, Y., Baker, S. K., Basaraba, D. L., Kame'enui, E. J., & Beck, C. T. (2012).
Effects of a paired bilingual reading program and an English-only program on the reading performance of English
learners in Grades 1–3. Journal of School Psychology, 50(6), 737-758.
Chiappe, P., & Siegel, LS (2015). Phonological awareness and reading acquisition in English and
Pujabi-speaking Canadian children. Journal of Educational Psychology, 91, 20–28.