Open Access. Powered by Scholars. Published by Universities.®
Communication Sciences and Disorders Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Communication Sciences and Disorders
Effects Of Encoding Practice On Alphabet, Phonemic Awareness, And Spelling Skills Of Students With Developmental Delays, Laura Nicole Delrose
Effects Of Encoding Practice On Alphabet, Phonemic Awareness, And Spelling Skills Of Students With Developmental Delays, Laura Nicole Delrose
LSU Doctoral Dissertations
Reading instruction has historically been deemphasized for students in special education, and the limited research on this topic reveals that sight word vocabulary is most commonly taught in special education classrooms (Browder, Wakeman, Spooner, Ahlgrim-Delzell, Algozzine, 2006). However, successful reading instruction must target the five essential components: vocabulary, fluency, comprehension, phonics, and phonemic awareness (National Reading Panel, 2000). The extremely small body of research attempting to teach phonics and phonemic awareness to students with mild to severe disabilities approaches instruction from a decoding framework with mixed success (Browder et al., 2006). Alternatively, this study aims to teach from an encoding …
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 …
The Effects Of Visual Representations On Teacher Training Of Phonological Awareness Principles, Rachel Kennedy Powell
The Effects Of Visual Representations On Teacher Training Of Phonological Awareness Principles, Rachel Kennedy Powell
LSU Doctoral Dissertations
Teachers are now being held to high accountability standards in reading instruction, yet studies show that teachers lack adequate knowledge in reading and phonological awareness principles (Moats, 1994, 2009; Spencer, Schuele, Guillot, & Lee, 2008). The purpose of this study was to determine the effects of visual representations of letter/sound production (i.e., Phonic Faces, Norris, 2001) on improving teacher knowledge of phonological awareness principles, and to determine if there is a concomitant improvement in phonological awareness and reading acquisition for children in those classrooms. Seventeen kindergarten teachers from a Mississippi school were pretested on phonological awareness principles, then divided into …
Effect Of Adapted Phonic Faces Story Books On Phonological Skills Of Children With Severe Expressive Language Disorders, Meher Hormazd Banajee
Effect Of Adapted Phonic Faces Story Books On Phonological Skills Of Children With Severe Expressive Language Disorders, Meher Hormazd Banajee
LSU Doctoral Dissertations
Although No Child Left Behind (2001) encourages the inclusion of all children within the regular curriculum, children with severe speech and physical disabilities rarely are provided with the literacy education provided to grade-level peers. This study taught alphabetic skills to three children with severe speech and physical impairments in the context of traditional alphabet books versus Phonic Faces Storybooks. Both storybooks were converted into e-books using Microsoft Office PowerPoint (Microsoft Office, 2003) and accessed using a single rocking lever switch. Two graphemes were selected based on incorrect responses from the pretest administration of the The Phonological Awareness Test (Roberson & …