Explicit Literacy Instruction Focused on Letter Sounds vs. Letter Names and Student Educational Growth
Journal: NWCommons (Northwestern College - Iowa)
Year: 2021

The purpose of this action research was to investigate the effects of explicit literacy instruction focused on letter sounds and letter names to determine student academic growth. This study was conducted in the researcher’s early childhood class with a group of 20 preschool aged students. Research was conducted over the course of five weeks with students meeting with the researcher a minimum of two times each week. Data was collected using a literacy assessment with sections on letter sounds, u