Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jessica Van Cleave

Abstract

Literacy is a strong predictor of academic achievement and long-term success beyond the school years; Therefore, educators must have access to a broad range of instructional resources, including evidence-based intervention models, to address students' diverse literacy needs. This study examined the role of phonics within a one-on-one Early Literacy Intervention, explored teachers’ understanding and experiences implementing phonics instruction in that context, and compared the phonics skills of students who successfully completed the intervention with those of the average first-grade student. Using a convergent parallel mixed methods design, the study integrated quantitative and qualitative data to provide a comprehensive analysis. Findings across both data sources were consistent. Quantitative results indicate that the intervention consistently emphasizes foundational phonics skills and that participating students demonstrate grade-level or above-grade-level phonics achievement. Qualitative findings reveal that interventionists possess a strong understanding of phonics instruction, implement intentional instructional practices, and respond effectively to individual student needs. Together, these findings position phonics as a central component of the one-on-one Early Literacy Intervention. Future research should examine the intervention's longitudinal effects, evaluate its implementation over a longer portion of the academic year, and compare the growth of participating students with that of nonparticipating peers.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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