Document Type
Article
Publication Date
Spring 2024
Abstract
The purpose of this action research project was to determine if individualized instruction is more effective than large group instruction during alphabet instruction. The researcher is a preschool teacher in their 11th year of teaching, who used their 21 students as participants. The study consisted of two separate groups of students. One group received individualized instruction (treatment) whereas the other group received large group instruction (control). Pre-test data was conducted before the two-week instruction period for both groups. For the treatment group, data was used to individualize and guide instruction. Post-test data was then collected to show the amount of growth between the two groups. The findings revealed that growth was made for both groups, but there was not a statistically significant difference between the treatment and control group. Letter instruction is important for student growth, but one teaching strategy (individualized or large group setting) isn't more effective than the other. The findings from this research study may be beneficial to other early childhood educators who are looking at different teaching strategies for literacy instruction.