Date of Award
10-11-2025
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Dr. Brian Boothe
Second Reader
Dr. Tosca Grimm
Keywords
Explicit Instruction, Systematic Instruction, Multisensory Instruction, Phonemic Awareness, Phonological Awareness, Phonics Instruction, Science of Reading
Abstract
This literature review examined the effectiveness of systematic, explicit, and multisensory phonics instruction in improving reading achievement for elementary students. This research synthesized findings from fifteen peer-reviewed studies conducted in public elementary schools across the United States. These studies, which included qualitative, quantitative, and mixed-methods designs, explored evidence-based approaches to literacy instruction grounded in the Science of Reading. Three major themes emerged from the research. The first theme explored the positive effects of specific phonics curricula on reading achievement. The second theme illustrated the benefits of integrating multisensory approaches to enhance phonemic awareness, decoding, and fluency. The final theme discussed the impact of systematic and explicit phonics instruction on students with diverse learning needs, including English Language Learners. The research demonstrated that phonics instruction that is systematic, explicit, and multisensory improves foundational literacy skills and supports all learners in developing reading proficiency. Further longitudinal research is needed to determine the effects strong phonics knowledge has on reading comprehension.