Applying Design Based Research to Measure the Knowledge of Phonics Among Preservice Teachers within the Teacher Preparation Program of a Large Urban University

Background: As the value of public education is widely disputed, it is generally understood that reading is fundamental for long-term student success, regardless of the educational setting. Therefore, teacher education programs should prepare all future teachers to master the knowledge and skills needed to teach reading to students of all ages and reading achievement levels. Current research indicates that phonics is a critical component of a strong literacy program but that many preservice teachers do not possess the knowledge of fundamental phonics principles needed for effective reading instruction. Purpose: This study was designed to assess the development of phonics-based knowledge within an introductory course of elementary reading and phonics taught in a large urban university. Methods: Archival data were used from forty students enrolled in the introductory course of elementary reading and phonics taught by this researcher in spring of 2018 using the method of design-based research (DBR). DBR was chosen due to the precise context of this study within an authentic classroom setting. This course was planned and implemented with the collaboration with the University-School Partnerships for the Renewal of Educator Preparation (US PREP). The iterative nature of DBR provided a systematic method for developing sequential instructional modules based on the following course objectives: preservice teachers would be able to (1) demonstrate an understanding of foundational principles of reading, including phonics as a component of language and literacy instruction, and (2) analyze specific reading and spelling behaviors of EC-6 students. These objectives were deliberately selected to align with the state English Language Arts and Reading Generalist EC-6 Standards as well as the state-mandated expectations of student knowledge and skills. Pre-assessments, post-assessments, and summative assessments were administered to measure prior knowledge, progression, and final mastery of standards-based phonics knowledge. Data from these assessments were quantitatively measured according to individual student scores and measurements of total objective scores. Raw scores and percentage scores were analyzed and reported based on changes from pre-assessments to post-assessments, and final summative assessments for two modules of instruction. All reporting of data was completed in accordance with the procedures implemented by US PREP. All archival data examined in this report is derived only from the course of the author of this study. Results: Descriptive statistics were used to illustrate data which revealed notable growth from the pre-assessments, post-assessments, and summative assessments in individual student scores as well as assessment objectives when measured as a group. The most compelling growth occurred in the layers of orthography which improved by 85 percentage points from the pre-assessment to the summative assessment, followed by phonemic awareness which improved by 80 percentage points. When evaluated by individual students, retention of singular objectives students varied widely. Evaluations by objectives demonstrated the need for improvement in the areas of syllabication patterns in single and multi-syllable words. Findings may be used to inform instructional practices, promote continuous improvement, and refine the design of future course iterations. Conclusion: The purpose of this study was to evaluate the use of design-based research to measure the continuous development of phonics-based knowledge within the specific context of an introductory reading instruction and phonics course. Data-driven measurements indicated objectives that suggest both areas of strength and those which may benefit from instructional adjustments. Use of multiple assessments throughout the course identified both favorable outcomes as well as objectives demonstrating the need for additional instructional support. It is recommended that the use of design-based research and the use of multiple assessments be considered both to promote continuous instructional improvement in the course while it is being taught and to inform and refine the design of future course iterations.