Document Type

Dissertation

Publication Date

12-2025

Abstract

A significant number of students missed essential foundational skills in the first grade when schools closed due to the global pandemic in 2020. When students returned to school for second grade, they were expected to start with grade-level standards rather than relearning the skills they had missed. This discrepancy caused gaps to grow larger in reading, and a larger percentage of students moved to the upper-grade levels, struggling to read. This study examined the effects of a structured, systematic, multisensory phonics intervention on struggling fifth-grade readers in the Early Intervention Program (EIP). Using implementation research, this study presented a quantitative analysis of pre- and post-assessment data, including student surveys and open-ended responses from students participating in the intervention. Findings supported the use of a structured, systematic, multisensory phonics intervention for upper elementary students struggling with reading. While decoding improved, mixed comprehension results suggest a need for structured, systematic instruction that addresses both word recognition and language comprehension. Future research should investigate long-term sustainability, differentiated comprehension strategies, and the effectiveness of interventions across diverse populations.

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