Research Symposium

BIO

Emma Lynn is a second-year student in the College of Arts and Sciences, pursuing a Bachelor of Science degree in Psychology with minors in Child Development, Biological Science, and Sociology. She plans to attend graduate school and become a licensed school or clinical child psychologist, specializing in Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and other learning disabilities.

The UFLI Adapt project has provided her with the opportunity to deepen her understanding of foundational reading curricula and diverse student needs while cultivating research skills such as professional communication, data organization, and critical thinking. She hopes to continue conducting research regarding learning disabilities, educational equality, and child development to help young students succeed.

Adapting UFLI Foundations in ESE Classrooms

Abstract

University of Florida Literacy Institute (UFLI) Foundations is a program designed for K-2 students, in which teachers are provided with instructional materials that follow a step-by-step structure. This format assists young students in grasping critical reading foundations such as decoding, phonemic awareness, spelling, and linguistic comprehension (UFLI, 2022). This project aims to examine how Exceptional Student Education (ESE) teachers are modifying the dosage of UFLI Foundations in their unique contexts and to consider factors that teachers describe as influencing these adaptation choices. The focus remains on ESE students, who may need more individualized support than is provided through UFLI’s specific structure. Still, foundational reading is relevant to all students, as reading skills and linguistic knowledge factor into all later subjects and determine future academic success. Through two-day classroom observations in a local school district, data were collected on the dosage of instruction from five ESE teachers. Consensus data were then entered into REDCap to organize the observational findings regarding each ESE teacher’s potential adaptations to each step of the UFLI structure. While there are no final results presently, this project could enhance understanding of levels of educational need in ESE classrooms and inform how foundational reading is taught under these conditions. It could also offer insights for other special education teachers who may have similar struggles teaching children with diverse needs and accommodations. Future studies may complement this research by observing implementation fidelity and the impact of effective teacher methodology on ESE students’ learning within the UFLI structure.

Keywords: UFLI Foundations, Education, ESE, Special Education, Reading