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Effects Of Rhyming Instruction On Learning The Alphabetic Principle, Phonemic Awareness, And Rhyming Complexity Skills With At-Risk Prekindergarten Students, Crystal Randolph
Effects Of Rhyming Instruction On Learning The Alphabetic Principle, Phonemic Awareness, And Rhyming Complexity Skills With At-Risk Prekindergarten Students, Crystal Randolph
LSU Doctoral Dissertations
At-risk prekindergarten students (i.e., low SES, speech-language impaired) typically lag behind their peers in phonological awareness and other emergent literacy skills such as letter knowledge and vocabulary (Duursma et al., 2008; Lundberg, 2009). However, there is a limited amount of research that has studied the efficacy of phonological interventions for at-risk children (Ziolkowski & Goldstein, 2008). Because of the long-lived debate concerning the role of rhyme versus the role of phoneme awareness, it is uncertain whether learning rhyming skills will provide the most facilitative context to learn other emergent literacy skills (e.g., letter knowledge, phonemic awareness). The current study investigated …
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
LSU Doctoral Dissertations
This study investigated emerging phonemic awareness skills and printed sight word recognition abilities in two-year-old toddlers using plain text and MorphoPhonic Face words on flash cards. MorphoPhonic Face words were used to determine if this learning process is enhanced when words are iconically represented to show the first sound and the word's meaning (purposefully creating idiosyncratic cues) using pictures superimposed into the letters. Sixteen (16) age-matched toddlers were assigned to alternate treatment groups and received exposure to both printed and MorphoPhonic pictured words three times weekly for six weeks. During each session, children were taught 16 sight words (8 in …
Language Learning Through Storybook Reading In Headstart, Patricia Minnis Brazier-Carter
Language Learning Through Storybook Reading In Headstart, Patricia Minnis Brazier-Carter
LSU Doctoral Dissertations
The purpose of this study is to explore whether storybooks designed to elicit talk about letters and sounds, termed "alphabet-storybooks" will generate more print referencing behaviors from Head Start teachers than traditional storybooks, and if there is a concomitant positive impact on the learning of the children in these classrooms. In addition, the meaning reference behaviors of adults and impact on children also will be measured to determine if meaning is sacrificed at the expense of print referencing.
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
LSU Doctoral Dissertations
The ability of 20-24 month-old toddlers to recognize graphemes and phonemes was investigated by reading a Phonic Faces (PF) alphabet picture book. Phonic Faces iconically picture a letter in the mouth of a character producing the sound (the curve of the P looks like the top lip popping the /p/ sound). The book was composed of nine letters and was read individually to experimental subjects three times weekly for six weeks. The control group received no treatment, but engaged in individual play activities for comparable time. Following six-weeks the groups alternated so the former control group now received the alphabet …