Document Type
Article
Publication Date
Fall 2024
Abstract
Classrooms around the country are shifting to become more inclusive. Teachers are faced with the challenge of meeting the needs of various student ability levels. It is imperative for teachers to maximize their instructional time to provide students with an elevated level of instruction that meets their needs. This inquiry-based study aims to determine the effectiveness of adding a whole class intervention to meet the needs of both target and non-target students. After a review of the literature the researcher surmised that adding a whole class intervention can positively impact both academic and behavioral/social emotional outcomes. The literature also suggests teachers require adequate support and professional development to successfully meet the needs of all students. Stemming from the literature review, a study was conducted to research the impact the whole class intervention of Visual Phonics had on a Transitional Kindergarten classroom. Data analysis after a two-week intervention showed all students made growth in the areas of letter recognition, letter sound recall, and fluency of recall. Based on these results and the literature review it is recommended that teachers use whole class interventions to help meet the needs of a variety of students. Further research using whole class interventions is needed to determine the most impactful interventions on student outcomes.