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Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure

Keesey, Susan
http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885

Abstract Details

2012, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
Teaching a child to read is one of the greatest gifts we can give to that individual and to society as a whole, and yet many students exit school without the necessary literacy skills. For decades, research has demonstrated the importance of phonemic awareness in the development of the alphabetic principle, a prerequisite for competent reading, along with laying the foundation for more complex reading tasks; acquiring phonemic awareness is imperative for successful literacy development. Unfortunately, many students lack the necessary phonemic awareness skills to become competent readers. Extensive research exists pertaining to the development of phonemic awareness in emergent readers, but much less research is available regarding phonemic awareness development in older, struggling readers. The purpose of this study was to extend the research by exploring the effects of word box instruction, a research-based intervention designed to promote phonemic awareness, on the phonological, reading, and spelling skills of two groups of students: three kindergartners at risk for reading failure, and five fifth graders struggling with reading and spelling (i.e., treatment resisters). A further extension of the research was the use of nonsense words throughout the study. Concurrent interventions, utilizing a multiple probe across three phonemic awareness skills design that was sequentially replicated across subjects (Tawney & Gast, 1984), was implemented to determine the effectiveness of the intervention. Results demonstrated a functional relation between the word box instruction and increases in all eight students’ ability to segment and develop phoneme-grapheme relationships, along with demonstrated improvements in spelling and reading skills.
Moira Konrad, PhD (Advisor)
Ralph Gardner, PhD (Committee Member)
Laurice Joseph, PhD (Committee Member)
197 p.
Special Education
Phonemic awareness; phonological awareness; struggling readers; treatment resisters; word box instruction

Recommended Citations

Citations

  • Keesey, S. (2012). Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885

    APA Style (7th edition)

  • Keesey, Susan. Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure. 2012. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885.

    MLA Style (8th edition)

  • Keesey, Susan. "Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure." Doctoral dissertation, Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885

    Chicago Manual of Style (17th edition)

osu1342804885
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© 2012, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.