Formative Evaluation

Initially, our focus was on identifying the reasons behind the decline in teaching foundational phonics skills following the COVID-19 pandemic. We were particularly interested in understanding how these changes affected early literacy instruction. However, after conducting in-depth interviews with K-5 educators currently working in the field, our perspective evolved. 

From the insights gathered during our conversations with educators, it became clear that the most pressing challenge was not the type of phonics instruction being delivered, but rather the need to build student confidence and stamina. Regardless of the instructional method, it is ineffective if students are unable to engage with the material for extended periods or struggle to persevere through tasks. 

As highlighted by the reading specialist we interviewed, an important concern is that reading recovery programs are not available to elementary students beyond first grade. This lack of support led us to shift our focus toward addressing this gap. We decided to center our efforts on helping 2nd through 5th graders, primarily focusing on second graders, build their stamina and confidence, as these are key factors in improving their literacy skills. 

Initially, our project aimed to advocate for the reinstatement of phonics instruction in school curriculums. However, after analyzing our data, we realized that the real issue lies not in phonics instruction itself, but in engaging students with the act of reading. Our new focus is on fostering student autonomy, fluency, and persistence in reading, using these factors as catalysts for enhancing overall literacy development.

Our Challenge

• How can we design an effective experience that enables teachers to fully understand and experience the benefits of instruction focused on building student autonomy and fluency in reading?

• How can we address the confidence gap, where students are reluctant to engage with reading or are hesitant to improve due to past struggles and frustrations?

Potential Negative Effects

• The core of this approach revolves around supplemental instruction. We need to assess whether this additional support will have a meaningful and lasting impact on students' overall academic performance.

• Can we customize the experience to align with each student's individual interests and needs in order to make it truly engaging and impactful?

We plan to develop a mentorship program that pairs older or more advanced readers with younger students who have been identified as needing support in building stamina and confidence. This initiative will leverage the power of peer modeling and encouragement to foster a more engaging and supportive reading environment. 

In parallel, we will continue to explore the science of reading, particularly in relation to cognitive load, to better understand how students process and retain reading skills. Our research will also examine various instructional approaches that can supplement phonics instruction, with a focus on developing strategies that address both cognitive and behavioral aspects of reading. This comprehensive, cognitive-based approach will provide a deeper understanding of how to enhance students' reading fluency, autonomy, and overall literacy development.