Dissertation/Thesis Abstract

A Comparative Analysis of Student Achievement of First Grade Students Using Fundations vs. Heggerty and Words Their Way
by Schwartz, Stephen, Ed.D., Lindenwood University, 2019, 152; 27671879
Abstract (Summary)

The Orton Gillingham (OG) teaching method is commonly used in schools (Ritchey & Goeke, 2006, p. 172). However, there is little evidence to support the use of OG based reading programs to help students learn more effectively in tier 1, 2 and 3 settings (Ring, Avrit, & Black, 2017, p. 384). The researcher sought to shed light on the effectiveness of an OG based reading program in comparison to the use of Heggerty’s Phonemic Awareness Program and Words Their Way.

The Investigator completed a study to shed light on the Fundations program. Fundations is an OG based reading program that is used in a tier 1 setting. The Investigator compared the reading outcomes of one first grade classroom using the Fundations program to a different first-grade classroom using Heggerty’s Phonemic Awareness Program and Words Their Way during the word study portion of the school day. The Investigator also compared students that were at-risk for dyslexia in the Fundations classroom to the students that were at-risk for dyslexia using Heggerty’s Phonemic Awareness Program and Words Their Way. The Investigator’s study helped the administrative team in a small Midwestern school to select a new phonics program for the 2019–2020 school year.

The results from the study suggested that the Fundations program worked significantly better for all students in comparison to the Heggerty and Words Their Way programs in the areas of phonological awareness, letter-sound fluency, and decoding skills. The results of the case study support the use of the Fundations program in comparison to an alternative literacy program.

Indexing (document details)
Advisor: Sherblom, Stephen
Commitee: Hutcheson, Jill, Winslow, Kevin, Stuckey, Kim
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 81/6(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Reading instruction, Elementary education
Keywords: Dyslexia, Literacy, Reading programs
Publication Number: 27671879
ISBN: 9781392485262
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