Student Research Symposium Program Portal: Submission #275
Submission information
Submission Number: 275
Submission ID: 9189
Submission UUID: 84b34cad-4330-45c5-81bf-15f024994a67
Submission URI: /student-research/symposium/research-symposium-program-portal
Submission Update: /student-research/symposium/research-symposium-program-portal?token=c46XrJuECEyoiy_dxTf3hvlarf4FeGOrCDLepDZbfWY
Created: Wed, 04/15/2026 - 04:31 PM
Completed: Wed, 04/15/2026 - 04:31 PM
Changed: Thu, 04/16/2026 - 07:07 PM
Remote IP address: 2600:387:f:6731::4
Submitted by: Anonymous
Language: English
Is draft: No
Webform: Research Symposium Program Portal WF
Submitted to: Student Research Symposium Program Portal
| Primary Student Contact First Name | Michayla |
|---|---|
| Primary Student Contact Last Name | Galloway |
| Pronouns | |
| Primary Student Contact FSU Student Email | mmg24@fsu.edu |
| Photo of all individuals presenting this work |
|
| Major(s) of all individuals presenting this work | Michayla Galloway |
| Bio of all individuals presenting this work | I am a dedicated future educator currently pursuing my degree in elementary education, with a strong focus on evidence-based instructional practices and student-centered learning. Through my coursework and field experiences, I have developed skills in lesson planning, classroom management, and analyzing student data to inform instruction. I am committed to creating a supportive and engaging learning environment that promotes academic growth and meets the diverse needs of all students. |
| Poster Title | Research Symposium: Data Based Instructional Plan |
| Abstract | This research project focused on improving the reading and spelling skills of a 10-year-old student who was performing at a 1st-grade level. By using a Data-Based Instructional Plan, the researcher identified specific weaknesses in the student's ability to decode consonant blends and silent "e" patterns. The intervention included explicit lessons on phonological awareness, phonics rules, and encoding practice. As a result of this targeted support, the student showed measurable growth in his decoding accuracy and a more fluid ability to blend sounds. These findings suggest that individualized, data-driven instruction can effectively bridge learning gaps for struggling readers, with future goals focusing on applying these skills to more complex words and longer sentences. |
| Research Mentor Name | Aimee Frier |
| Research Mentor's College (or High School) | Florida State University |
| Research Mentor's Department (or Subject) | Elementary Education |
| Research Mentor's Email | afrier@pc.fsu.edu |
| Additional Research Mentor(s) | |
| Co-presenter(s) | |
| Keywords | Elementary Education, Instruction, Phonics |
| Poster Session/Number | 10:00 Graduate and Undergraduate presentations |
| Work | Complete |
| Presentation Modality | Face to Face Poster session |
| Poster PDF or Powerpoint | |
| Poster Thumbnail | |
| I will be printing my poster | Yes |
| Year | 2026 |
| Annual description | 6th annual Undergraduate Research Symposium, April 17, 2026 |
| Update URL | https://pc.fsu.edu/student-research/symposium/research-symposium-program-portal?element_parents=elements/student_photo&ajax_form=1&_wrapper_format=drupal_ajax&token=c46XrJuECEyoiy_dxTf3hvlarf4FeGOrCDLepDZbfWY |