Alyssa Bovee - Concept Map
786: Applied Research in Educational Leadership
1. What possible impact does consistent phonics instruction have on reading comprehension scores on standardized tests?
1.1. 1.Learning outcomes
1.1.1. Phonics instruction affects multiple reading aspects (comprehension, writing, sight word recognition, morphological awareness, vocabulary growth)
1.1.1.1. Phonics instruction affects multiple reading aspects (comprehension, writing, sight word recognition, morphological awareness, vocabulary growth) If a student understands basic phonics skills, it allows them to read while comprehending information, which results in better understanding
1.2. Independent phonics instruction
1.2.1. Keep phonics instruction separate from reading instruction (more effective)
1.2.1.1. Reading instruction is different than phonics instruction (sentence fluency/accuracy vs word recognition)
1.3. Earlier, rather than later
1.3.1. Phonics instruction at younger age develops comprehension as students get older
1.3.1.1. Phonics deficiencies are addressed right away, to improve reading comprehension in later years
1.3.1.1.1. Critical period of time for development of phonics when students enter the school-age
2. What is the relationship between consistent phonics instruction and reading comprehension scores on standardized tests?
3. Literature Review Sources
3.1. List of Sources:
3.1.1. Double, K. S., McGrane, J. A., Stiff, J. C., & Hopfenbeck, T. N. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(6), 1220–1234. https://doi.org/10.1002/berj.3559
3.1.1.1. Roberts, T. A., & Meiring, A. (2006). Teaching phonics in the context of children’s literature or spelling: Influences on first-grade reading, spelling, and writing and fifth-grade comprehension. Journal of Educational Psychology, 98(4), 690–713. https://doi.org/10.1037/0022-0663.98.4.690
3.1.1.1.1. Connelly, V., Johnston, R., & Thompson, B. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14, 423–457.
4. This article discusses the importance of needing phonics instruction in addition to reading instruction in order to have reading comprehension skills later on. The need for phonics instruction needs to start at an earlier age, not later.
5. This article discusses a longitudinal study that was completed with students in 1st grade, and then again in 5th grade. It was shown that students taught with a spelling/phonics - context curriculum had higher reading comprehension than students with a literature - context curriculum.
6. This article highlights the study of two groups of six-year old students and their results on reading comprehension tests when given phonics instruction versus not given phonics instruction. The results showed higher reading comprehension in those students who received phonics instruction.
7. This article summarizes how foundational word-reading skills are critical to developing reading comrehension skills. The importance of morphological awareness within instense instruction having a positive impact on reading comprehension is stated.
8. This article discusses the study completed on second grade students where it recognized shight word recognition, reading fluency, reading comprehension, and vocabulary growth. The age was the important part of this study due to the importance of phonics instruction at a younger age level.
9. This article highlights the importance of good decoding ability (accuracy & fluency) equals good comprehension. Along with this, how automaticity in word decoding has the largest share in reading comprehension.
10. Brief Summaries:
11. Sub Topics:
11.1. What age/grade level does this consistent phonics instruction impact students at the most?
11.1.1. Should phonics instruction be separate from the typical literacy/reading instruction? Or should the instruction be intertwined?
11.1.1.1. Is reading comprehension the largest sub-area being affected in the realm of reading/literature?