Improving 1st Early Reading Skills Using Functional Phonics

Abstract

The purpose of this project was to evaluate the effectiveness of the Functional Phonics program as a Title 1 reading intervention. The intervention was used to improve the early reading skills of two first grade students at a rural school district in Minnesota. Both students received Title 1 reading services five times a week for 45 minutes each. Students were progress monitored using letter names, letter sounds, and decodable word probes from the FastBridge Learning System. The results of the intervention showed progress in each of these areas for both students, with one student being released from Title 1 services as a result of excellent improvement. This paper discusses the importance of developing strong early reading skills and reading proficiency in the years before a student enters fourth-grade