Student Research Symposium Program Portal: Submission #279

Abstract This study examines the impact of targeted phonics intervention on the reading performance of a fourth-grade student. Using data-driven instruction, the project focused on strengthening vowel patterns and decoding skills identified as areas of need through initial assessments. The intervention was implemented over a 10-week period in a one-on-one setting, incorporating explicit instruction, guided practice, and decodable texts. Progress monitoring showed significant improvement in phonics skills, including vowel teams and digraph recognition. The findings suggest that targeted, systematic phonics instruction can effectively improve decoding and overall reading ability, supporting student growth and confidence in literacy.