Date of Award


Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Language And Literacy

Colleges & School

College Of Education And Leadership

First Advisor

Leah Romaine

Library of Congress Subject Heading

Phonetics--Study and teaching; Spelling ability; Reading; Reading comprehension; Bilingualism; English language--Study and teaching--Foreign speakers


The purpose of this study was to examine the effects of explicit phonics instruction, embedded in a balanced literacy approach, on the English reading abilities of bilingual students making the transition from Spanish to English literacy. Ten Hispanic bilingual second-grade students participated in this study, including four males and six females. Students were pre- and post-tested on measures of phonics, word reading accuracy and comprehension. Over the course of six weeks, students participated in a balanced literacy instructional program that included instruction in spelling, vocabulary, phonics and comprehension. These areas were then assessed on a weekly basis. The intervention resulted in students’ improved comprehension, spelling and vocabulary abilities; however, a clear need for additional systematic, explicit English phonics instruction was also apparent.


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