Abstract
Upper elementary readers who persist with reading difficulties face both academic and emotional challenges when they do not make reading gains equal to their peers. Decades of research has shown that persistent treatment resisters respond positively to a systematic multisensory phonics intervention. In my action research study, I examined how 5th and 6th grade struggling readers responded to a multisensory phonics intervention. Following the eight-week intervention, students made gains in word reading accuracy and demonstrated increased confidence in word reading skills. Implications of the study bolster the importance of providing phonics instruction to older struggling readers.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Henry, Elizabeth
(2020)
"A Systematic Multisensory Phonics Intervention for Older Struggling Readers: Action Research Study,"
Networks: An Online Journal for Teacher Research:
Vol. 22:
Iss.
1.
https://doi.org/10.4148/2470-6353.1281
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Other Education Commons, Other Teacher Education and Professional Development Commons
