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Full-Text Articles in Education
Explicit Teacher-Implemented Phoneme Awareness Instruction: Preschool Effects, Heather M. Osterhouse
Explicit Teacher-Implemented Phoneme Awareness Instruction: Preschool Effects, Heather M. Osterhouse
Masters Theses
The purpose of the current study was to investigate the impact of explicit, concentrated, teacher-implemented phonological awareness instruction for ―at risk‖ 4- year-olds. Early childhood educators were trained to implement a 10-week program delivered for 20-minute sessions, four times a week, in their classrooms. The program focused on phonological awareness beginning at the level of letter-sound knowledge and advancing to blending and segmenting constituent phonemes in words. Pre- to post-treatment comparisons of phonological awareness and letter knowledge skills indicated that children in the experimental group made significant gains in comparison to the control group in phoneme blending and letter knowledge. …
Preschoolers With Speech And Language Impairment: Case Studies From A Teacher-Delivered Phonological Awareness Program, Katherine J. Wickham
Preschoolers With Speech And Language Impairment: Case Studies From A Teacher-Delivered Phonological Awareness Program, Katherine J. Wickham
Masters Theses
Past and present research demonstrates early reading success related to phonological awareness (PA) instruction conducted individually or in small groups outside of the preschool classroom. This study investigated the effects of an explicit, intensive and teacher-delivered PA instruction for children with speech sound disorder and language impairment as part of the preschool curriculum. The investigator examined the performance of individual cases in both groups, those who received instruction and the control. Two participants in each of the experimental (E1 and E2) and control (C1 and C2) groups had standardized scores indicating deficits in speech and/or language. These children who received …