Student Research Symposium Program Portal: Submission #277

Primary Student Contact First Name: Mallory
Primary Student Contact Last Name: Ray
Pronouns: Ms.
Primary Student Contact FSU Student Email: mr24bv@fsu.edu
Photo of all individuals presenting this work: https://pc.fsu.edu/system/files/webform/research_portal/9191/IMG_2439.jpg
Major(s) of all individuals presenting this work: Elementary Education
Bio of all individuals presenting this work:
I am a Panama City native and a Senior at Florida State University pursuing a degree in Elementary Education. Currently, I am gaining invaluable experience teaching at Jinks Middle School, where I work within a self-contained Exceptional Student Education (ESE) classroom. My daily work focuses on supporting students in an ASD cluster, a role that has deeply reinforced my commitment to inclusive and highly structured learning environments. Driven by a passion for relationship-based teaching and multi-sensory instruction, my career goal is to continue specializing in the ESE field. I am dedicated to implementing evidence-based strategies that empower students with diverse learning needs to thrive both academically and socially. Outside of the classroom, I enjoy creative pursuits like painting and sewing, which often inspire the hands-on approach I bring to my instructional design.

Poster Title: Developing /O/ Vowel Pairs in English as a Second Language Learner
Abstract:
This abstract summarizes the targeted phonics intervention designed for a 6th-grade ELA classroom. As a first-year educator balancing classroom leadership with the completion of a bachelor’s degree in education, I developed this project to address specific literacy gaps through data-driven instruction. The project evaluates the importance of phonics knowledge and the efficacy of targeted interventions for a specific participant identified through a core phonics screener. By analyzing initial assessment data, a research question was established to guide the development of a specific pretest and subsequent instructional cycle. The intervention utilized specialized instructional materials and focused lessons tailored to the student’s unique learning needs. Results were measured by comparing pretest and post-intervention data, specifically looking at individual growth rather than generalized student outcomes. This systematic approach underscores the value of diagnostic-prescriptive teaching in specialized settings and provides a framework for future literacy instruction and data-informed reflections.

Research Mentor Name: Aimee Frier
Research Mentor's College (or High School): Florida State University- Panama City
Research Mentor's Department (or Subject): Elementary Education
Research Mentor's Email: afrier@pc.fsu.edu
Additional Research Mentor(s): {Empty}
Co-presenter(s): {Empty}
Keywords: Education, Differentiation, Phonics
Poster Session/Number: 10:00 Graduate and Undergraduate presentations
Work: Complete
Presentation Modality: Face to Face Poster session
Poster PDF or Powerpoint: https://pc.fsu.edu/system/files/webform/research_portal/9191/research%20symposium%20template%20%281%29.pptx
Poster Thumbnail: https://pc.fsu.edu/system/files/webform/research_portal/9191/Screenshot%202026-04-15%20163410.png
I will be printing my poster: No
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/poster_pdf&ajax_form=1&_wrapper_format=drupal_ajax&token=O7iRU8ZpXt_xWfFaY40c2rzGjZnEyVLlLRU3xaRhNl4
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