Student Research Symposium Program Portal: Submission #121

Submission information
Submission Number: 121
Submission ID: 8206
Submission UUID: ae6c38e6-15b7-404e-b79f-b826ee946f70

Created: Wed, 02/12/2025 - 05:08 PM
Completed: Wed, 02/12/2025 - 06:07 PM
Changed: Wed, 04/16/2025 - 07:38 AM

Remote IP address: 146.201.10.15
Submitted by: Anonymous
Language: English

Is draft: No
Alysa
Miller
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anm23h@fsu.edu
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Elementary Education
My name is Alysa Miller. I lived in California most of my life and moved to Florida 3 years ago. I am 21 years old and am a paraprofessional in the Bay District schools. This is my last semester before I began my journey into student teaching.
Blending Out The Bumps: Explicit Phonics Instruction For English Language Learners
This case study features a first-grade English Learner's (EL) instructional intervention sequence that addresses literacy skill needs via individualized, explicit instruction. The EL student featured in this case possessed some basic word recognition skills but needed support blending. These missing skills pose challenges to reading success, and therefore, these skills (blending) were targeted for intervention within a series of lessons. Changes from pre to post-test suggest that students can acquire reading skills via explicit phonics instruction.
Dr. Aimee Frier
Elementary Education
School of Teacher Education
afrier@fsu.edu
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English Language Leaners, Elementary Education, Phonics
C- 4 R- 6
Exploratory (the research question has been identified and design of approach is outlined)
Face to Face Poster session
A Miller Symposium Poster.jpg
No
2025
5th annual Undergraduate Research Symposium, April 17, 2025
https://pc.fsu.edu/student-research/symposium/research-symposium-program-portal?element_parents=elements/student_photo&ajax_form=1&_wrapper_format=drupal_ajax&token=KiA-2qs0C32Bk9yEQKXbKrpNcLLuuCYg6R4CwX-8mtM
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