The Effect of Exposure to See the Sound/Visual Phonics (STS/VP) in First
Grade Literacy Instruction on Academic Assessment in Second Grade
The data were gathered from Common Core assessments administered three
times per year to second grade students. Assent permission had been
secured, per IRB agreement, from fifty-one parents. Their children were
divided into two groups: those having had exposure to Visual Phonics in
first grade, and those who did not.
Data analysis, using both descriptive and interpretive statistics, did
not show any significant difference between the mean scores for the two
groups across three assessment periods. Effect size also was generally
small to moderate.