The Effects of Direct Instruction in Phonemic Awareness on Reading Achievement and Special Education Referrals PDF Download
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Author: Diane L. Bennett
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 70
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Author: Diane L. Bennett
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 70
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Author: Jacqueline Kern
Publisher:
ISBN:
Category : Attention-deficit-disordered children
Languages : en
Pages : 61
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The purpose of this single case design research study was to examine the effects of direct and systematic instruction of phonemic awareness and phonics on students in special education. Five students in special education from a blended kindergarten class of thirty students participated in this study. The participants received a seven week intervention with direct and systematic instruction in phonemic awareness and phonics. Weekly assessments were given to the students in four skill areas, including initial sound fluency, phoneme segmentation fluency, letter naming fluency, and nonsense word fluency. The results of the study demonstrated gains for all five students and indicated that direct and systematic instruction is effective in increasing phonemic awareness and phonics skills for students in special education. Suggestions for further research include expansion to other grade levels and examination of the effects for students in general education compared to students in special education.
Author: Elizabeth D. Ocokoljich
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Author: Angela R. Jacques
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
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Author: Pamela R. Barber
Publisher:
ISBN:
Category : Learning disablied students
Languages : en
Pages : 118
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Author: Patricia A. Osborne
Publisher:
ISBN: 9780549029755
Category :
Languages : en
Pages : 130
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The study had a pretest and posttest designed with pretest used as covariates. Treatment teaching methodology was the independent variable. Comprehension and vocabulary posttest scores were the dependent variables. ANCOVA was used to test the two null hypotheses.
Author: Geri Marshall Mohler
Publisher:
ISBN:
Category :
Languages : en
Pages : 414
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Author: Mary Cluskey
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 96
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Author:
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 624
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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