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Author Biwer, Deborah L
Title Effects of three phonological awareness programs on kindergarten students identified as at risk for reading failure
book jacket
Descript 140 p
Note Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2106
Director: David Prasse
Thesis (Ph.D.)--Loyola University Chicago, 2002
The primary purpose of this study was to examine the effects of three phonological awareness training programs on kindergarten students identified as at risk for reading failure. A secondary purpose was to determine the role of an early literacy skill assessment instrument, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), in the identification of at risk students, and to examine the utility of DIBELS measures in monitoring the effectiveness of the phonological awareness training interventions
Forty-eight kindergarten students identified as at risk for reading failure received one of three selected phonological awareness training programs. Two control groups of thirty students were created to evaluate the efficacy of progress monitoring without a phonological awareness training intervention. Experimental subjects received the intervention five times a week for thirty minutes over a period of six weeks. All subjects in the experimental groups and all subjects in one of the control groups also received progress monitoring twice each week over the course of the intervention
The results indicated that children who received phonological awareness training demonstrated increased growth over the control groups in the DIBELS measure of Phoneme Segmentation Fluency (PSF). In addition, the results obtained indicated that the specific format of the phonological awareness training curriculum impacted the outcome measures. Specifically, a repetitive, direct instruction format, building one phonological awareness skill at a time, resulted in increased growth trends in phonological awareness tasks. More significant growth was demonstrated by the experimental groups that received both the phonological awareness training and progress monitoring in comparison to control groups
School code: 0112
DDC
Host Item Dissertation Abstracts International 63-06A
Subject Education, Early Childhood
Education, Curriculum and Instruction
0518
0727
Alt Author Loyola University Chicago
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