Using the Superkids Reading Program with a First Grade Inclusive Class

Abstract

This qualitative study explores what happens when an inclusive class of first graders are taught to read through a scripted phonics-based program called Superkids (2015). This study also explores student and teacher perceptions regarding the Superkids reading program. The purpose of this research is to better support and inform both teachers and students who are mandated to use this specific reading curriculum. Data were collected for this study over a period of 4 weeks using the students’ reading assessments, student and teacher interviews, and observational notes. Data were analyzed in order to discover student and teacher perceptions of the program, as well as what happens to students’ literacy skills as they engage with the Superkids reading program.