| dc.contributor.author | Sanders, Dominick | |
| dc.contributor.author | Gies, Benjamin | |
| dc.contributor.author | Easter-Thomas, Michalyn | |
| dc.date.accessioned | 2024-05-07T16:51:55Z | |
| dc.date.available | 2024-05-07T16:51:55Z | |
| dc.date.issued | 2024-05 | |
| dc.identifier.citation | APA | en_US |
| dc.identifier.uri | http://hdl.handle.net/1803/18808 | |
| dc.description | Leadership Policy and Organizations Department capstone project | en_US |
| dc.description.abstract | Mountain View Whisman School District (MVWSD) noted a decline in early literacy
achievement for students in the aftermath of the Covid-19 pandemic, especially among students
of color. This study explores the initial stage of the district’s response to declining achievement
in early literacy; MVWSD’s pilot of the science of reading-based Orton–Gillingham curriculum
in Tier 2 intervention classrooms. Using a mixed-methods approach, the research team examined
achievement data, conducted surveys, and observed classrooms to assess the implementation of
the science of reading curriculum. Researchers also investigated the role of parental involvement
in literacy practices, and the extent to which literacy practices are culturally relevant. | en_US |
| dc.description.sponsorship | Vanderbilt University, Mountain View Whisman Elementary School District | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University. Peabody College | en_US |
| dc.subject | Early Learning & Literacy | en_US |
| dc.subject | Science of Reading | en_US |
| dc.title | From Phonics to Fluency: Mapping Early Literacy in Mountain View Whisman School District | en_US |
| dc.type | Other | en_US |
| dc.description.college | Peabody College of Education and Human Development | |
| dc.description.department | Department of Leadership Policy and Organizations | |
