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| Main Author: | |
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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.19364160 |
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Table of Contents:
- <p><strong>Abstract</strong><br>This practice-based case study investigates the effects of a Structured Literacy intervention<br>integrating multisensory phonics on the early reading development of a five-year-old<br>kindergarten student identified for Tier 3 MTSS support due to significant deficits in alphabet<br>naming fluency (ANF) and first sound fluency (FSF).<br>Grounded in established research on Structured Literacy and multisensory phonics instruction, an<br>individualized 10-session intervention was designed and implemented. The intervention<br>consisted of an initial six-session phase delivered twice weekly, followed by a planned threeweek<br>interval to examine retention, and a subsequent four-session review phase. Instruction<br>targeted letter-name automaticity and initial phoneme identification through explicit, systematic,<br>and cumulative routines, incorporating articulatory cues, tactile materials, rhythm-based<br>activities, and structured review.<br>Baseline assessments indicated substantial delays (ANF = 15; FSF = 0). Following the initial<br>phase, the student demonstrated measurable gains (ANF = 22; FSF = 4), and by the end of the<br>review phase, performance improved to ANF = 25 and FSF = 6. Although FSF remained below<br>the kindergarten benchmark, qualitative data revealed meaningful changes in learning behavior,<br>including increased independence, reduced reliance on teacher prompting, improved selfcorrection,<br>and spontaneous use of articulatory strategies. The planned interval further confirmed<br>partial retention of acquired skills, supporting the durability of the intervention effects.<br>To extend learning beyond the instructional setting, a family-oriented literacy guide was<br>provided to support home–school continuity. These findings suggest that individualized,<br>multisensory Structured Literacy interventions can effectively accelerate foundational reading<br>development while also highlighting the importance of incorporating retention-focused designs<br>and behavioral indicators in early literacy intervention research.</p> <p><br><strong>Keywords: </strong>Structured Literacy, Multisensory Phonics, Early Literacy, MTSS Tier 3, Case Study</p>