Date of Conferral
11-29-2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Grace Lappin
Abstract
The problem addressed in this study pertained to two elementary schools whose kindergarten teachers encountered challenges in meeting phonological awareness and phonics standards. This basic qualitative study aimed to explore the experiences of kindergarten teachers regarding effective strategies for enhancing children’s phonological awareness and phonics skills, grounded in the concept of Vygotsky’s zone of proximal development. Data were collected from 12 kindergarten teachers through semi-structured interviews to understand their instructional strategies and the support needed to implement these strategies effectively. Findings indicated that teachers benefit from structured programs, multisensory approaches, differentiated instruction, and collaborative efforts; however, they also require increased professional development and classroom support. In response, a 3-day professional development program was developed to train kindergarten teachers in effective practices. This study enhances the understanding of how kindergarten teachers implement research-based instructional strategies and the resulting effects on kindergarten students’ phonological awareness and phonics skills. The implications for positive social change include enhanced teacher effectiveness and improved student outcomes in phonological awareness and phonics skills, fostering a stronger foundation for literacy in early childhood education.
Recommended Citation
Ridley, Taylor Imani, "Kindergarten Teachers’ Experiences on Strategies to Increase Children’s Phonological Awareness and Phonics Skills in Kindergarten" (2024). Walden Dissertations and Doctoral Studies. 16702.
https://scholarworks.waldenu.edu/dissertations/16702
