Student Research Symposium Program Portal: Submission #275

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.