Effects of Using Explicit Instruction to Increase Phonological Awareness Skills in Preschool Children who are Labled at Risk for Pre-reading Skills PDF Download
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Author: Ashley Shaheen
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 182
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Book Description
Abstract: Four preschool participants who are labeled "at-risk" were taught phonological awareness skills, phoneme production, rhyming, and alliteration, through explicit instruction. The participants were taught how to produce phonemes, match rhyming words, and match alliteration words. Instruction was conducted in the teacher's lounge one on one with the experimenter and consisted of modeling, practicing, giving corrective feedback, and reinforcement. A multiple baseline design across skills shows that through explicit instruction participants increased (a) their number of phonemes produced correctly (b) their number of rhyming words matched correctly (d) their number of alliteration words matched correctly and (e) their maintenance of the skills learned.
Author: Ashley Shaheen
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 182
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Book Description
Abstract: Four preschool participants who are labeled "at-risk" were taught phonological awareness skills, phoneme production, rhyming, and alliteration, through explicit instruction. The participants were taught how to produce phonemes, match rhyming words, and match alliteration words. Instruction was conducted in the teacher's lounge one on one with the experimenter and consisted of modeling, practicing, giving corrective feedback, and reinforcement. A multiple baseline design across skills shows that through explicit instruction participants increased (a) their number of phonemes produced correctly (b) their number of rhyming words matched correctly (d) their number of alliteration words matched correctly and (e) their maintenance of the skills learned.
Author: Temple Sharese Lovelace
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Abstract: Phonological awareness skills (i.e., phonemic awareness, rhyme awareness, awareness of alliteration, etc.) are important to the reading ability of all participants (National Early Literacy Panel, 2007; National Reading Panel, 2000). More specifically, these skills are critical to the success of participants defined as at risk for reading disabilities (Adams, 1990; Juel, 1988). This study analyzed the effects of explicit instruction in phonemic awareness, rhyme awareness and awareness of alliteration as well as instruction in discrimination of the differences among the skills and their relationships. This study also provided a basis for introducing a computerized format of the Get it, Got it, Go and to compare the results obtained from the computer-based version with the traditional format of the assessment. Results indicate that participants responded favorably to the explicit instruction through increased responding if they had evidence of the individual skills prior to the beginning of instruction and emergence of the skill and growth in responding after instruction started. The computerized format was also found to be a valid and reliable format of the Get it, Got it Go assessment instrument. Lastly, contributions of this study and future research are presented.
Author: Yi-Wei Hsin
Publisher:
ISBN:
Category : Reading (Preschool)
Languages : en
Pages : 234
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Book Description
Abstract: The study investigated whether phonological awareness instruction, based on Phonological Awareness Training for Reading (Torgesen & Bryant, 1994), was effective in improving the phoneme-blending, phoneme-segmentation, and word reading skills of preschool children at-risk for reading disabilities. Three preschool children at-risk for reading disabilities participated in this study and were pulled out during classroom free play time. They received fifteen minutes of instruction five days a week. A native English speaker served as the interventionist and implemented the instruction on one-on-one basis. Multiple probes across subjects design was used to analyze the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF) of the participants as measured by Dynamic Indicators of Basic Literacy Skills (DIBELS). Pretest and posttest measures and daily Curriculum-Base Instruction (CBM) also provided data for student progress. Results of DIBELS indicated that phonological awareness instruction was effective to improve PSF for all participants. Although phonological awareness instruction did not show functional relation with NWF because one participant failed to show improvement, two participants did made progress. Pretest and posttest measures as well as CBM also have implications on student progress. Limitations of the study and directions for future research are discussed.
Author: J. Ron Nelson
Publisher:
ISBN: 9781593180478
Category : Language arts (Elementary)
Languages : en
Pages :
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Book Description
Author:
Publisher: DIANE Publishing
ISBN: 9781422325506
Category :
Languages : en
Pages : 256
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Book Description
Author: Diane M. Barone
Publisher: Guilford Publications
ISBN: 1462511775
Category : Language Arts & Disciplines
Languages : en
Pages : 542
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Book Description
Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.
Author: Benita A. Blachman
Publisher: Brookes Publishing Company
ISBN:
Category : Business & Economics
Languages : en
Pages : 420
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Book Description
Designed for kindergartners and first-graders, this proven plan for teaching phonological awareness features a developmentally sequenced, 11-week program that meets Reading First criteria.
Author: Sean R. Noe
Publisher:
ISBN:
Category :
Languages : en
Pages : 79
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Book Description
Abstract: Two studies were conducted to examine the effects of an embedded parent-child shared reading intervention on children's phonological awareness skills. Seven children considered at-risk for reading difficulty listened to 6 pre-recorded children's books with embedded early literacy activities three times each with a parent. Children's progress was monitored following completion of each book through a series of brief early literacy measures conducted at the children's school. Data were analyzed through visual inspection of each child's graphs for each outcome measure. This pre-recorded parent-child shared reading intervention had positive effects on five of the seven children's early literacy skills. Positive effects demonstrate the potential for children at risk for reading difficulty to benefit from early literacy activities in the home. However, some parents had difficulty completing the activities. Increasing linkages between home and school may lend additional support for parents and children who failed to make progress.
Author: Monique Sénéchal
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 40
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Book Description
Author: Heather M. Osterhouse
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
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Book Description
The purpose of the current study was to investigate the impact of explicit, concentrated, teacher implemented phonological awareness instruction for at risk 4 year-olds. Early childhood educators were trained to implement a 10 week program delivered for 20 minute sessions, four times a week, in their classrooms. The program focused on phonological awareness beginning at the level of letter sound knowledge and advancing to blending and segmenting constituent phonemes in words. Pre to post treatment comparisons of phonological awareness and letter knowledge skills indicated that children in the experimental group made significant gains in comparison to the control group in phoneme blending and letter knowledge. Children in both groups showed pre to post treatment gains on the majority of measures, but these tended to be more marked for the experimental group. Limitations of the study, implications for clinical practice and future research are discussed.
