Document Type
Article
Publication Date
Spring 2026
Abstract
The study explored the effectiveness of explicit phonological awareness instruction compared with traditional classroom literacy instruction in supporting early reading development among kindergarten students, particularly those at risk for reading difficulties. Drawing on Formative Assessment System for Teachers (FAST) data from two cohorts, the results showed varying degrees of difference in overall reading proficiency between the two instructional approaches. These findings indicate that while both approaches support student literacy growth, early, systematic instruction in phonological awareness yields more rapid initial gains and a higher proportion of students meeting benchmarks. These findings suggest that implementing targeted phonological strategies can lead to faster progress and higher achievement in early literacy skills compared to traditional classroom methods alone. In addition, qualitative data from teacher interviews indicated positive perceptions of the value of phonological awareness for reading development. The study underscores the importance of early targeted interventions and suggests that integrating explicit phonological strategies within standard instruction can enhance literacy outcomes for diverse learners.