From Phonics to Fluency: Mapping Early Literacy in Mountain View Whisman School District

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dc.contributor.authorSanders, Dominick
dc.contributor.authorGies, Benjamin
dc.contributor.authorEaster-Thomas, Michalyn
dc.date.accessioned2024-05-07T16:51:55Z
dc.date.available2024-05-07T16:51:55Z
dc.date.issued2024-05
dc.descriptionLeadership Policy and Organizations Department capstone projecten_US
dc.description.abstractMountain 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.en_US
dc.description.collegePeabody College of Education and Human Development
dc.description.departmentDepartment of Leadership Policy and Organizations
dc.description.sponsorshipVanderbilt University, Mountain View Whisman Elementary School Districten_US
dc.identifier.citationAPAen_US
dc.identifier.urihttp://hdl.handle.net/1803/18808
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectEarly Learning & Literacyen_US
dc.subjectScience of Readingen_US
dc.titleFrom Phonics to Fluency: Mapping Early Literacy in Mountain View Whisman School Districten_US
dc.typeOtheren_US
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