Document Type
Article
Publication Date
Spring 2024
Abstract
This action research was prompted by the recognition that a "one-size-fits-all" instructional approach may not cater to the diverse needs of all students, particularly those in special education. The study emphasizes science of reading principles with an appreciation for incorporating guided reading elements to enhance implicit learning and to fast-track learning in order to close the gap, while still catering to the child’s specific needs. The researcher, currently serving as a PK-2nd grade special education teacher, adjusted the current norms to promote student success. Rather than allocating the usual 45 minutes per day for group instruction with her second-grade students, the duration was reduced to 30 minutes per day. This adjustment allowed for the implementation of a weekly 25-minute individual session for each student, during which guided approaches were utilized. Additionally, tailored approaches were also employed with her kindergarten student. The researcher utilized FastBridge weekly progress monitoring to track her students' advancement. Tailored to each child's focus area, the following FastBridge assessments were utilized: earlyReading Letter Sounds, earlyReading Nonsense Words, CBMreading Grade 1, and CBMreading Grade 2. The researcher also investigated growth in her school as a whole after their implementation of 95 Percent, a phonics-based curriculum. Data indicates that employing a phonics-based curriculum does not always produce positive results for all, but allowing for implicit learning through individualized guided approaches does increase student results, including meeting IEP goals, advancing to new IEP goals and, for one student, even exiting services in reading.