Document Type
Article
Publication Date
Fall 2023
Abstract
Research findings have indicated areas for improvement in early literacy programs in schools, and schools have been slow to respond, leaving students and teachers unsupported in the methods and knowledge needed for students to become fluent readers. Past studies have pointed to the need for teachers to have content knowledge of explicit instructional practices that focus on phonological and phonemic awareness. When students can manipulate sounds and letters, they are better able to decode and segment words, resulting in reading fluency. Using research findings, this school improvement plan was created to outline how to transition to explicit instructional methods while supporting the needs of teachers and students. This plan aims to increase oral reading fluency to improve literacy scores.