Core Practices in the Instruction of Foundational Reading Skills in Primary Grades (K-2)

Data from initial third-grade diagnostic assessments for the last two years, as well as results of third-grade PSSA tests, indicate that students in the Dover Area School District are demonstrating weaknesses in foundational reading skills. This research is critical at this time not only to provide information to assist in closing learning gaps created by the COVID-19 pandemic, but also given the relationship between a student's level of reading proficiency in third grade and future success. The focus of this action research was to gather qualitative and quantitative data relative to instructional practices in primary classrooms specific to foundational reading skills, teachers' use of assessment to drive instruction, and kindergarten through second grade student performance on triannual diagnostic and benchmark assessments. Data was collected through teacher surveys, direct classroom observations, semi-structured teacher interviews, and diagnostic and benchmark scores for students in kindergarten through second grade during the 2022-23 school year. The results of the research indicate that instructional practices are inconsistent within and among primary classrooms. Additionally, student growth in foundation skills was inconsistent between measures, with some students demonstrating growth but not gaining as expected according to criterion referenced-benchmark scores and national norms. Performance in one measure, ORF, was supported by teachers' reported confidence in teaching the skill and instructional time spent on it. The study concludes with recommendations for increasing consistency of instructional practices and all staff's understanding of effective instructional practices and data analysis.