Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


osu1281714437.pdf (656.95 KB)

ETD Abstract Container

Abstract Header

Implementing Visual Phonics With At-Risk Learners Who Are Experiencing Reading Faliure

Basbagill, Abby Renee
http://rave.ohiolink.edu/etdc/view?acc_num=osu1281714437

Abstract Details

2010, Master of Arts, Ohio State University, EDU Physical Activity and Educational Services.
The ability to read proficiently is essential to achieve academic success (Levy & Vaughn, 2002). However, the number of American children experiencing reading failure, and subsequently school failure, is staggering. The current investigation extended the initial efforts in using See the Sound/Visual Phonics (STS/VP) to teach phonemic awareness and initial phonics to older elementary children identified as at-risk for reading failure. There has been strong evidence for the effective use of STS/VP as an intervention tool for low-performing kindergarten children (Cihon, Gardner, Morrison, and Paul, 2008). See the Sound Visual Phonics provides a hand sign for every phoneme in the English language. Each hand sign imitates some aspect of the mouth, tongue, and/or throat movements utilized when producing the sound or in some cases, provide visual or kinesthetic links to letter shapes. Written symbols can be drawn under complex vowels, digraphs, and irregular spellings to clarify sounds in printed context for struggling readers. This approach puts the multisensory instruction at the level of sounds, not letters, providing a unique and consistent foundation for phonemic awareness and letter-sound relationships (Wang, Trezek, Luckner, & Paul, 2008). See the Sound Visual Phonics has been successfully used to improve the reading skills of deaf and hard-of-hearing students (Narr, 2008; Trezek & Malmgren, 2005; Trezek & Wang, 2006; Trezek, Wang, Woods, Gampp,& Paul, 2007).eThe proposed study attempts to replicate the existing literature base on the effects of STS/VP on phonemic awareness and phonic skills for hearing children as well as extend it by looking at a new population, older elementary children. Using a multiple baseline across sounds, the current researchers taught two pairs of fourth graders letter-sound combinations either by explicit instruction alone, or explicit instruction paired with STS/VP. Results indicated all four participants were able to acquire, maintain, and generalize the four taught letter combinations in both conditions.
Joe Wheaton, P.h.D (Committee Member)
Ralph Gardner, P.h.D (Committee Member)
120 p.
Education

Recommended Citations

Citations

  • Basbagill, A. R. (2010). Implementing Visual Phonics With At-Risk Learners Who Are Experiencing Reading Faliure [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281714437

    APA Style (7th edition)

  • Basbagill, Abby. Implementing Visual Phonics With At-Risk Learners Who Are Experiencing Reading Faliure. 2010. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1281714437.

    MLA Style (8th edition)

  • Basbagill, Abby. "Implementing Visual Phonics With At-Risk Learners Who Are Experiencing Reading Faliure." Master's thesis, Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281714437

    Chicago Manual of Style (17th edition)

osu1281714437
1,031
© 2010, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.