Student Research Symposium Program Portal

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Submission information

Submission Number: 276

Submission ID: 9190

Submission UUID: f48c6ea9-108d-4671-a114-866caaf21040

Submission URI: /student-research/symposium/research-symposium-program-portal

Submission Update: /student-research/symposium/research-symposium-program-portal?token=qXnYr15_HeRs4fJaGMtbY0sxhxxFa0-i5ttxjR_l0ho

Created: Wed, 04/15/2026 - 05:33 PM

Completed: Wed, 04/15/2026 - 05:33 PM

Changed: Thu, 04/16/2026 - 06:58 PM

Remote IP address: 2600:387:f:d0e::1a

Submitted by: Anonymous

Language: English

Is draft: No

Webform: Research Symposium Program Portal WF

Submitted to: Student Research Symposium Program Portal

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image_123650291 (2).JPG155.35 KB

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Abstract

This action research project examined the effectiveness of targeted phonics intervention in developing consonant blend skills for a third-grade English Language Learner whose primary language is Spanish. Pre-intervention assessment data, including core phonics screening and i-Ready results, identified difficulty with specific blends, particularly br, tr, and cl. A focused, one-on-one intervention was implemented over three instructional sessions using engaging, hands-on activities tailored to the student’s academic needs and interests. Instruction emphasized explicit teaching, guided practice, and opportunities for decoding and encoding consonant blends in reading and writing tasks. Post-intervention assessment results demonstrated significant growth, with the student showing improved accuracy in reading and spelling consonant blends. These findings suggest that targeted, individualized phonics instruction can effectively support English Language Learners in strengthening foundational literacy skills and promoting continued reading development.

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research symposium template (1).pptx (1).pdf1.79 MB

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image_123650291 (1).JPG125.43 KB

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