Year of Award

2025

Document Type

Professional Paper

Degree Type

Master of Education (MEd)

Degree Name

Teaching and Learning

Other Degree Name/Area of Focus

Bachelor's

Department or School/College

Teaching and Learning

Committee Chair

Dr. Kate Brayko

Commitee Members

Dr Morgen Alwell, Dr. Michael Perry

Keywords

phonics, structured literacy, behavioral supports, early decoding instruction

Subject Categories

Language and Literacy Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Abstract

Students with behavioral challenges tend to struggle while engaging with structured academic instruction, particularly in foundational literacy blocks. In fact, in 2021, it was reported that 27.7% of children aged 3-17 struggle with a mental, behavioral, or developmental disorder. (Leeb et al., 2024) While programs such as UFLI (University of Florida Literacy Institute) offer highly effective phonics instruction, these programs typically lack embedded support for individuals struggling with self-regulation, attention, and task persistence. As a result, these students are presented with a higher risk of falling behind in their reading skills. In this project, the author aims to develop a behavior-supportive literacy block for first grade students, using the core routines and structures of UFLI phonics enhanced with research-based behavioral supports and strategies. The proposed model includes strategies like movement/sensory breaks, structured routines, and proactive classroom management practices that will promote student engagement and reduce disruptive behavior before it begins. The overall goal is to create a strong, rigorous, and inclusive literacy framework and routine that will support students academically and behaviorally in early elementary school.

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© Copyright 2025 Julia Lynne Pugh