Date
3-21-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Janet Vosen
Keywords
kindergarten teachers, phonics instruction, early literacy, Vygotsky, instructional strategies
Disciplines
Education
Recommended Citation
Dugan, Morgan J., "Exploring Phonics Instruction and Strategies in Emerging Literacy: A Phenomenological Inquiry into Effective Early Literacy Interventions" (2025). Doctoral Dissertations and Projects. 6556.
https://digitalcommons.liberty.edu/doctoral/6556
Abstract
This transcendental phenomenological study examines the experiences of public-school kindergarten teachers in Pennsylvania who implement grouped phonics instruction to support early literacy development. Grounded in Vygotsky's sociocultural theory, the research focuses on educators’ instructional strategies, challenges, and collaborative practices in fostering reading skills. The central research question asks, “What are the experiences of kindergarten teachers using grouped phonics education methods?” Through in-depth interviews and focus group discussions with 10 teachers averaging 20.2 years of experience, the study identifies key themes in phonics instruction. Findings show the widespread use of structured programs such as Heggerty (used by 80% of participants) and the integration of multisensory activities like manipulatives, songs, games, and technology to enhance engagement. Teachers highlighted the critical role of small group instruction in addressing diverse student learning levels, noting that variability in students’ preparedness upon entering kindergarten presents the greatest challenge. This challenge is heightened by limited support staff, with only 50% of schools providing additional instructional aids. Participants described collaboration with parents through activities, literacy nights, and conferences as positive influences for reinforcing phonics learning at home. Classroom environments included resources such as sound and word walls, reading centers, and interactive materials to support continuous concept reinforcement. Despite the challenges, teachers expressed that witnessing students’ success in phonics is the most rewarding aspect of their work, recognizing its pivotal role in enabling academic growth across subjects. This study enhances understanding of research-based strategies for early literacy development.
