From Phonics to Fluency: Mapping Early Literacy in Mountain View Whisman School District
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Date
2024-05
Journal Title
Journal ISSN
Volume Title
Publisher
Vanderbilt University. Peabody College
Abstract
Mountain View Whisman School District (MVWSD) noted a decline in early literacy
achievement for students in the aftermath of the Covid-19 pandemic, especially among students
of color. This study explores the initial stage of the district’s response to declining achievement
in early literacy; MVWSD’s pilot of the science of reading-based Orton–Gillingham curriculum
in Tier 2 intervention classrooms. Using a mixed-methods approach, the research team examined
achievement data, conducted surveys, and observed classrooms to assess the implementation of
the science of reading curriculum. Researchers also investigated the role of parental involvement
in literacy practices, and the extent to which literacy practices are culturally relevant.
Description
Leadership Policy and Organizations Department capstone project
Keywords
Early Learning & Literacy, Science of Reading
Citation
APA