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The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies

Lovelace, Temple Sharese, Ph.D., BCBA
http://rave.ohiolink.edu/etdc/view?acc_num=osu1217621704

Abstract Details

2008, Doctor of Philosophy, Ohio State University, ED Physical Activities and Educational Services.
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
Ralph Gardner, III, PhD (Committee Chair)
Gwendolyn Cartledge, PhD (Committee Member)
Sheila Alber-Morgan, PhD (Committee Member)
227 p.
Education; Educational Software
reading disability; at risk; early childhood education; early childhood special education; phonological awareness; phonemic awareness; rhyming; rhyme; alliteration; allieration awareness; computer based assessment

Recommended Citations

Citations

  • Lovelace, Ph.D., BCBA, T. S. (2008). The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217621704

    APA Style (7th edition)

  • Lovelace, Ph.D., BCBA, Temple. The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies. 2008. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1217621704.

    MLA Style (8th edition)

  • Lovelace, Ph.D., BCBA, Temple. "The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies." Doctoral dissertation, Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217621704

    Chicago Manual of Style (17th edition)

osu1217621704
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© 2008, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.