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Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities

Hsin, Yi-Wei
http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Educational Services and Research.
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.
Ralph Gardner (Advisor)
249 p.
Education, Special
phonological awareness instruction; phoneme blending; phoneme segmentation; word reading; preschool children; reading disabilities

Recommended Citations

Citations

  • Hsin, Y.-W. (2007). Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981

    APA Style (7th edition)

  • Hsin, Yi-Wei. Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981.

    MLA Style (8th edition)

  • Hsin, Yi-Wei. "Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981

    Chicago Manual of Style (17th edition)

osu1187295981
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.