ORCID
https://orcid.org/0000-0002-4826-0632
Date of Award
2026
Document Type
Dissertation
Degree Name
Education Specialties (Ph.D.)
Department
Education Specialties
First Advisor
Bonnie J. Johnson
Second Advisor
Ekaterina Midgette
Abstract
This explanatory sequential mixed-methods study examined the relationship between early elementary teachers’ knowledge of phonemic awareness and phonics and their implementation of sound wall instruction. Although sound walls are increasingly used to support systematic and explicit phonics instruction, little is known about how teachers’ linguistic knowledge influences the fidelity and quality of their implementation. Grounded in Adult Learning Theory and the Simple View of Reading, this study explored how teacher knowledge translates into classroom practice. The quantitative portion of the study required teachers to complete a knowledge survey to assess phonemic awareness and phonics knowledge to identify participants at various knowledge levels. In the qualitative phase, six teachers representing high, medium, and low knowledge levels participated in interviews describing their sound wall practices. Results have implications for the future use of sound walls and what is needed to ensure successful reading development for students because of their implementation.
Recommended Citation
Murtagh, Molly, "THE ROLE A TEACHER’S LEVEL OF PHONEMIC AWARENESS AND PHONICS KNOWLEDGE PLAYS IN THE IMPLEMENTATION OF SOUND WALL INSTRUCTION IN EARLY CHILDHOOD CLASSROOMS" (2026). Theses and Dissertations. 1042.
https://scholar.stjohns.edu/theses_dissertations/1042