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Kirtley, Clare Louise Mackenzie. "Onset and rime in children's phonological development." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253131.
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Bradbury, Kelli. "Improvoing Head Start Children's Emergent Literacy and Phonemic Awareness Through Parent Training." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/680.
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Typically, research on emergent literacy and phonemic awareness is focused on children older than five years of age. The research clearly suggests that emergent literacy and phonemic awareness skills are precursors for children to learn to read and that low-income children often lack these skills. However, very little research has focused on emergent literacy and phonemic awareness skills of four-year-olds. Another important factor that has been neglected, thus far, is the impact parents may have on their children acquiring these skills. Therefore, this study presents a training program that addresses emergent literacy and phonemic awareness in low income, four-year-old, Head Start children. The study found that children of families who received the phonemic awareness and emergent literacy training program achieved a higher level of phonemic awareness skills on post-intervention measures. These results suggest that four-year-old children can learn phonemic awareness skills from their parents when provided with appropriate materials that can be utilized in the home.
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Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Warren, Patricia Fisher Murray Bruce A. "The effects of training parents In teaching phonemic awareness on the phonemic awareness and early reading of struggling readers." Auburn, Ala, 2009. http://hdl.handle.net/10415/1807.
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Kindervater, Terry M. "A Case Study of Teaching Phonemic Awareness to Parents and Children: Scaffolded Preschool Tutoring with Kinesthetic Motions for Phonemes." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1330954122.
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Di, Perri Kristin Anderson. "American Sign Language phonemic awareness in deaf children: implications for instruction." Thesis, Boston University, 2004. https://hdl.handle.net/2144/31966.
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Thesis (Ph.D.)--Boston UniversityFor children who are deaf, one aspect of early English literacy instruction has always been problematic. Deaf children have great difficulty in learning to employ a sound-based phonetic to alphabetic mapping process such as required in reading and writing without natural linguistic access to English. This dissertation presents two studies. In Study #1 subjects are given the American Sign Language Phonemic Awareness Inventory (ASLP AI). In Study #2 the phonological aspect ofhandshape and its relationship to the Manual Alphabet is investigated. Twenty-nine deaf children, between the ages of 4-8, who used sign language, were tested on 7 major ASL Phonological tasks. 175 questions were posed. Of the total group, eight children had deaf parents (DCDP) and twenty-one children had hearing parents (DCHP). Seventeen deaf adults (1 0 DADP) and 7 (DAHP) took a portion or all of the tests. In addition the child subjects, depending on reading ability, were also given either the Peabody Individual Achievement Test-Revised (PIAT-R) (spelling and reading comprehension subtests) or all sections ofthe Test of Early Reading Ability (TERA-3). Results showed that all subjects were able to process the questions according to the phonological parameters of ASL. That is, subjects appear to have internalized the visual structural components of ASL and were able to work with ASL phonemes as hearing children do with spoken language. In the second study, the handshape task indicated that the subjects associated prompts (the 20 Manual Alphabet handshapes in particular) with a phonological component of ASL rather than as a letter of English. A factorial ANOVA showed that parent's audiological status did not influence the subject's phonemic awareness of ASL. In Study #2, a paired comparisons t-tests showed that overall response rates for handshape prompts resulted in significant differences: favoring ASL responses in comparison with English responses. Correlation matrices indicated that the stronger the subjects phonemic awareness of ASL and the ability to recall lexical items when given a prompt the stronger the scores on a beginning test of English literacy (TERA).
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Robelo, Edgard. "A COMPARISON OF THREE PHONOLOGICAL AWARENESS TOOLS USED TO IDENTIFY PHONEMIC AWARENESS DEFICITS IN KINDERGARTEN-AGE CHILDREN." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2317.
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The purpose of this study was to determine if three different tests of phonological awareness: the Comprehensive Test of Phonological Processes (CTOPP) (Wagner, Torgesen, & Rashotte, 1999), The Phonological Awareness Test (PAT) (Robertson & Salter, 1997), and the Pre-Literacy Skills Screening (PLSS) (Crumrine & Lonegan, 1999) measure the same phonological awareness skills (content) in the same manner (procedures) and, whether typically-developing kindergarten-age students perform similarly on each of the tests. Twenty-five kindergarten students consisting of 14 males and 11 females (mean CA of 72.24 months) participated in this study. All participants were attending the second half of kindergarten in a public school in Orlando, Florida. Prior to the administration of the three tools, all participants were administered the Fluharty Preschool Speech and Language Screening Test - Second Edition (Fluharty-2) (Fluharty, 2001) to ensure that no formal speech and/or language assessment was needed. A comparison of the CTOPP, PAT, and PLSS revealed that the PAT and CTOPP produced similar outcomes. That is, participants who performed well on one tool also did well on the other. Results of this study have shown that tasks on these two tools are comparable measures of phonological awareness known to strongly predict future reading ability. However, when the PLSS was compared to either the CTOPP or PAT, similar outcomes were not obtained. Three participants were identified "at risk" for reading disability on the PLSS. No participants were identified "at risk" on either the CTOPP or PAT. Using a standardized battery to identify children "at-risk" for reading failure and planning intervention may be more advantageous than using a screening measure like the PLSS. Even though it will take more time to complete, a comprehensive assessment battery may be of more value to the clinician. A summary, possible limitations of study, and suggestions for future research are discussed.M.A.
Department of Communicative Disorders
Health and Public Affairs
Communicative Disorders
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Laing, Emma Claire. "Phonological and semantic factors in children's acquisition of a sight vocabulary in reading." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/10811/.
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Hayes, Anna. "Phonemic Awareness in Preschool Children in Relation to Reading Practices in the Home." TopSCHOLAR®, 2001. http://digitalcommons.wku.edu/theses/662.
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Research suggests that phonemic awareness predicts later reading achievement and that children from low-SES families are "at-risk" for failing to develop phonemic awareness. Before children enter school, they spend the majority of their time with their caregivers. Therefore, activities that take place in the home are of importance when looking at what fosters development. The present study focused on children participating in two Head Start programs and on their families as well. The parents were interviewed to learn about the home activities, and the children were given a phonemic awareness assessment. The study found that the majority of parents reported participating in several literacy activities. However, a high number of children scored low on the phonemic awareness tests.
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Kam, C. S. "Syllable, rhyme and phoneme awareness in phonologically impaired preschoolers." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209272.
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Thesis (B.Sc)--University of Hong Kong, 1996."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.
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Wilkerson, Kimberly. "An investigation of teaching phonemic awareness with and without syllable training a replication /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491961&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Shah, Sonali Dipak. "Effects of phoneme-grapheme correspondence and phonemic awareness instruction on consonant-vowel-consonant (CVC) pseudo and real-word encoding in children with severe speech impairment." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1000161.
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Thesis (M.A.)--University of Florida, 2002.Title from title page of source document. Document formatted into pages; contains 70 p.; also contains graphics. Includes vita. Includes bibliographical references.
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Hill, Chloe L. "A Content Analysis of Phonemic Awareness: Effective Strategies and Approaches for Children with Special Needs." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336844727.
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Smith, Helen Baños. "Phonological awareness, literacy, and biligualism." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:c1ab0529-a771-4b9f-a6ee-bcbc24f2a11f.
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This thesis examines phonological awareness and literacy in monolingual and bilingual children. Experiment 1 shows that 5-6 year old Spanish-monolingual, English-monolingual and Spanish-English-bilingual children show the same pattern of development of phonological awareness. However, the degree of awareness of each unit is influenced by linguistic background. Spanish children are more aware of vowels and rimes than English children. English children are more aware of syllables than Spanish children. Bilingual children are more aware of syllables in Spanish than Spanish-monolinguals and more aware of vowels in English than English-monolinguals. Hence they show transfer of phonological awareness across languages. All three groups also show a different relationship between phonological awareness and reading. Experiment 2 shows that bilinguals are more aware than English monolinguals of vowels that exist in both languages (tense-vowels). Moreover, this enhanced awareness extends to vowels that do not exist in Spanish (lax-vowels). It is concluded that exposure to two languages enhances analysis of phonology as well as encouraging transfer of awareness. Experiment 2 also shows that Spanish-speakers read and spell vowels more accurately than English-speakers. Bilingual children read English vowels more accurately than English-monolinguals. This suggests they understand the orthographic representations of English vowels at least as well as monolinguals. However, they spell vowels less accurately. This may be because bilinguals misapply Spanish phoneme-to-graphemecorrespondences when spelling English vowels. The English and Spanish vowel systems differ more than their consonant systems. Experiment 3 shows that sensitivity to the four consonant types (stops, fricatives, nasals and liquids) is similar, and correlates with reading ability, in all groups. This suggests that bilinguals may only transfer awareness between English and Spanish of units that are linguistically dissimilar in each. Experiment 4 compared the awareness of the two consonants in word-medial double-consonants (e.g. the 'c' and 't' in mactan). Although only Spanish-speakers used syllable boundaries to analyse these consonants they made a similar number of errors to English-speakers. However, all groups used syllable boundaries to read and spell wordmedial double-consonants. Collectively, these results suggest that differences in phonological and orthographic structure between languages encourage different approaches to the acquisition of literacy. Future research should investigate how these differences may be exploited to facilitate literacy acquisition in each group.
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Keesey, Susan. "Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885.
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Bostelman, Tiffany J. "The Effects of Rhyme and Music on the Acquisition of Early Phonological and Phonemic Awareness Skills." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281545878.
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Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.
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Bourdeau, Laura. "Categorical Perception of Stop Consonants in Children with Autism." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2092.
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The purpose of this study is to determine whether children with autism recognize the same perceptual voicing boundaries of stop consonants as normally developing children of the same age group. This was explored using three groups of participants: ten children with autism between the ages of 8-14, five typically developing children between the ages of 8-14, and five typically developing seven-year-old children. Children in all groups listened to initial stop consonant syllables with voicing contrasts, with voiced and voiceless cognates presented. The initial consonants were altered along a voice onset time continuum within the typically perceived boundaries of each consonant. Participants were instructed to select the box containing the letter of the initial consonant they perceive when they hear each syllable. Results revealed greater difference between the responses of the children with autism when compared with the older control group, than when compared with the younger children. The responses of the children with autism were more similar to those of the children in the second control group. This could be indicative of a delay in the children with autism of perception of the categorical boundaries along the dimension of voice onset time compared to typical children‟s perception of these consonants.M.A.
Department of Communication Sciences and Disorders
Health and Public Affairs
Comm Sciences & Disorders MA
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Hatfield, V. Karen. "An examination of the relationship between the development of phonemic awareness and developing fluency in first grade children." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832992.
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The purpose of this study was to examine the effect of learning to read on developing phonemic awareness. The study was designed to determine whether a relationship exists between the development of the five levels of phonemic awareness identified by Adams (1991), and the phases of reading acquisition described by Biemiller (1970). Data pertaining to phonemic awareness and oral readings were collected in December, February, and April for 71 first grade children. Measures of phonemic awareness included five instruments; one for each level of phonemic awareness. Students were determined to be in one of the three phases of reading acquisition, described by Biemiller (1970), on the basis of their approaches to graphic and contextual cues in text.The analysis of data consisted of two procedures. The first, a series of one-way analyses of variance, examined the relationship between performance on measures of phonemic awareness and membership in one of the three phases of reading acquisition. The second procedure, a series of two-way repeated measures analyses of variance, were computed to examine differences in phonemic awareness between students who experienced a change in phases and those who did not.Results of the one-way analyses found significant group effects for each of the measures except the Rhyming task. However, when means and standard error were examined, it was determined that the Word Analysis task (measuring the ability to manipulate phonemes) was the only instrument that revealed both practically and statistically significant differences. Therefore, the ability to manipulate phonemes appeared to be the distinguishing factor between children in the phases of reading acquisition.Results of the two-way analyses of variance found that only performance on the Word Analysis task revealed significance for group membership. The performance of those students who had changed phases was found to have improved significantly, and at a more rapid pace, than those students who had remained in the same phase throughout the study. The findings indicate that it is during that period of time when children are actively attending to the graphic cues in text that they are also learning to manipulate phonemes.Department of Elementary Education
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Anderson, Maren M. "EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1246655726.
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Spencer, Llinos Haf. "The role of phonological awareness in the beginning reading of Welsh and English speaking children." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367234.
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Andrews, David J. "A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4750.
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Children with slow expressive language development often catch up to their normally developing peers in expressive language, but may still exhibit difficulties with metalinguistic skills. Research shows that children who have difficulty with phonemic awareness also have difficulty with reading, which is important for success in school. Speech-language pathologists assist children who have difficulty with expressive oral language and facilitate language development in children who have difficulties with learning metalinguistic skills, such as phonemic awareness. The purpose of the present study was to compare the phoneme segmentation skills in three groups of children: (a) children with a history of oral expressive language delay (HELD) (n= 22) who were identified as toddlers with slow developing expressive language, but caught up to their normally developing peers by first grade; (b) children identified as toddlers with slow developing oral expressive language and by first grade still maintained the expressive language delays (ELD) (n= 7); and (c) children who were identified at age two as developing normal oral expressive language and maintained normal oral expressive language development (NL) (n= 23) in first grade. The children participated in a phonological segmentation test. The study answered four questions: Is there a significant difference among the three groups of children in the number of correct responses on a phonological segmentation test at ( 1 ) the one phoneme level, (2) the two phoneme level, (3) the three phoneme level, and ( 4) the total number of correct responses. Utilizing an ANOVA test, a significant difference was found among the groups at the two phoneme level, with a trend toward a significant difference at the one phoneme level. Other significant differences were not found. The difference at the two phoneme level was between the ELD group and the normal group, as well as between the ELD group and the HELD group.
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Nullman, Susan L. "The Effectiveness of Explicit Individualized Phonemic Awareness Instruction By a Speech-Language Pathologist to Preschool Children With Phonological Speech Disorders." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/125.
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This study investigated the effects of an explicit individualized phonemic awareness intervention administered by a speech-language pathologist to 4 prekindergarten children with phonological speech sound disorders. Research has demonstrated that children with moderate-severe expressive phonological disorders are at-risk for poor literacy development because they often concurrently exhibit weaknesses in the development of phonological awareness skills (Rvachew, Ohberg, Grawburg, & Heyding, 2003). The research design chosen for this study was a single subject multiple probe design across subjects. After stable baseline measures, the participants received explicit instruction in each of the three phases separately and sequentially. Dependent measures included same-day tests for Phase I (Phoneme Identity), Phase II (Phoneme Blending), and Phase III (Phoneme Segmentation), and generalization and maintenance tests for all three phases. All 4 participants made substantial progress in all three phases. These skills were maintained during weekly and biweekly maintenance measures. Generalization measures indicated that the participants demonstrated some increases in their mean total number of correct responses in Phase II and Phase III baseline while the participants were in Phase I intervention, and more substantial increases in Phase III baseline while the participants were in Phase II intervention. Increased generalization from Phases II to III could likely be explained due to the response similarities in those two skills (Cooper, Heron, & Heward, 2007). Based upon the findings of this study, speech-language pathologists should evaluate phonological awareness in the children in their caseloads prior to kindergarten entry, and should allocate time during speech therapy to enhance phonological awareness and letter knowledge to support the development of both skills concurrently. Also, classroom teachers should collaborate with speech-language pathologists to identify at-risk students in their classrooms and successfully implement evidence-based phonemic awareness instruction. Future research should repeat this study including larger groups of children, children with combined speech and language delays, children of different ages, and ESOL students
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Chavers, Tiffany. "Validity of a New Measure of Phonemic Awareness that Does Not Require Spoken Responses in Children with Complex Communication Needs." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6811.
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Children with complex communication needs (CCN) routinely have difficulty attaining appropriate literacy skills. Two indicators of literacy development are the alphabetic principle and phonemic awareness (Byrne & Fielding-Barnsley, 1989). The acquisition of minimal literacy skills such as letter sound knowledge can give children with CCN the opportunity to communicate and generate their own messages, instead of being reliant on vocabulary provided by others. In order to identify appropriate intervention approaches, nonverbal assessments of phonological and phonemic awareness for individuals with CCN are needed.
The purpose of this study was to determine the reliability of the Dynamic Assessment of the Alphabetic Principle, as well as determine to what extent the performance of DAAP was associated with other measures of phonological and phonemic awareness and emergent reading skills. The DAAP was administered over the course of one to five session to seven participants with an assortment of developmental and language disorders. In addition to the DAAP, participants were administered a letter-sound knowledge task, a sound matching task that evaluated awareness of first sounds of words and separately evaluated awareness of the last sounds of words (i.e., either sound matching from the Comprehensive Test of Phonological Processing – 2nd edition [CTOPP-2; Wagner, Torgesen, Reshotte, & Pearson, 2013] or initial sound matching and final sound matching from the Phonological and Print Awareness Scale [PPA; Williams, 2014]).
The reliability of the DAAP was calculated in two different ways. First, Cronbach alphas were calculated to estimate the reliability of items within subscales and between the subscales. Reliability of the items within each subscale ranged from .96 to .99 and the reliability of the items between each subscale ranged from .87 to .99. Overall the alpha between all four of the subscales was .96. Next, bivariate correlations were calculated between each subscale score. Values ranged from .82 to .99, and all were significant according to bootstrapped 95% confidence intervals that did not contain 0. This information indicated that there was a high degree of internal consistency for the items and the subtests for the DAAP.
To evaluate the extent to which performance on the DAAP was associated with other measures of phonemic awareness, Bivariate Pearson correlations with standard significance values and bootstrapped 95% confidence intervals were calculated. The scores on the onset, rime, coda, and vowel subtests of the DAAP were correlated with sound matching first (SM-First), sound matching last (SM-Last) and sound matching chance (SM-chance) variables. The rime subtest of the DAAP was found to be significantly correlated with SM-First variable. Furthermore, the rime and vowel subscales of the DAAP were found to be significantly correlated with SM-Last variable. All four subtests of DAAP were significantly correlated to SM-chance variable.
Lastly, to evaluate the performance on the DAAP in association to other measures of emergent reading skills, bivariate Pearson correlations were calculated between the subtests of the DAAP and letter sound knowledge (LSK). Scores on LSK was significantly related to rime, coda, and vowel.
The data suggest that the DAAP is a reliable assessment. Furthermore, many conventional measures of phonological awareness and emergent reading skills were significantly correlated with subtests of DAAP. The pattern of the results suggests that the DAAP may be a reliable tool for measuring acquisition of the alphabetic principle in children with CCN.
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Smith, Jean Louise Mercier. "Spanish-speaking kindergarteners' detection of initial syllables or phonemes : selecting an indicator of phonological awareness /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181129.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-139). Also available for download via the World Wide Web; free to University of Oregon users.
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Hsin, Yi-Wei. "Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187295981.
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Shanahan, Sally King. "The effects of supplemental instruction in phonological awareness on the skills of kindergarten students." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/137.
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Ha, Kwok-yin Lucia, and 夏幗賢. "The significance and development of phonological awareness in learningto read English among Chinese Children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29523436.
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Lovelace, Temple Sharese Ph D. BCBA. "The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional Strategies." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1217621704.
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Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.
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Parmar, Neelam. "New learning pedagogy : a study in determining an appropriate pedagogy and pedagogical strategies to support phonetic awareness, whilst using new technology with young children." Thesis, Bournemouth University, 2014. http://eprints.bournemouth.ac.uk/21783/.
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This research comes at a time where the use of Information Communication Technology (ICT) is seen by the UK Government as having the potential to improve the quality and standards of children’s education in the earliest years of a child’s development (DfE 2011). At present, there is a significant discourse to introduce more appropriate forms of technology within the early years educational curriculum. New changes to the UK ICT policy (DfE 2010) suggest the need to reform the current early years ICT curriculum to provide for better and more effective methods of technological practice. Greater importance lies with ‘how to use technology’ rather than ‘what technology to use’ or ‘how much technology to use’ with young children. This research focused on The Early Years Foundation Stage (EYFS) framework, established by the National Curriculum in England which brings together the principles, pedagogy and approach of the Early Years Curriculum Guidance. It was guided by questions about the relationship between the effective pedagogic qualities in the early years and by determining an appropriate pedagogy used with young children. A central importance was to determine how an appropriate pedagogy applied with a new form of technology, can support phonetic knowledge and learning in young children, and to what extent can this appropriate pedagogy support good quality care practices and involvement with the children, within a planned learning setting. This study addressed the use of new technology of an educational website via the Internet, with the intent to support phonetic recognition and awareness, so that the process of reading can begin earlier. This was conducted against the backdrop of children failing to reach expected standards in literacy tests (DfE 2010). Taking the lead from the synthetic phonetics programme, introduced by the UK Primary National Strategy (2008), this study adopted the use of the online educational website, Alphablocks. It developed from the study of thirty telephone interviews and nine early years settings, the latter encompassing a total of 82 children. This study adopted pragmatism and included both qualitative and quantitative methodologies within the four stages of the research process. The first and second stage utilised Action Research Methodology in conducting interviews to scope out the research purpose and work closely with the early childhood practitioners, so as to understand their current pedagogical practices. The third and fourth stages employed Piaget’s Methodology, using his Non-Clinical Interviews in developing and determining an appropriate pedagogic dialogue and then his Teaching Experiments in transferring and validating the new found pedagogical knowledge with the early childhood practitioners. The final stage also employed Laever Ferre’s Scales to measure both well-being and involvement of the children, in planning an appropriate educational setting, within an early years classroom. The original contribution of this research showed that in determining an appropriate pedagogy, applied with new technology, a number of factors need to be considered. Pre-scaffolding issues of technical connectivity, small group structural settings and organisation of an active learning experience are first to be appropriately established prior to the application of the use of a pedagogy. Then through means of an appropriate pedagogy, that of the Communication and Collaboration early years pedagogic approach and Sustained Shared Thinking pedagogical strategies (Siraj-Blatchford, I., 2007), learning can be enhanced and enriched through appropriate forms of meaningful and shared dialogue between the participants. By using Ferre Laevers Scales of Well Being and Involvment, the quality of learning can be validated to take place both safely and appropriately, within a planned early years learning setting.
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Brenenstuhl, Heidi Anne. "TEACHING CHILDREN WITH AUTISM TO READ IN AN INCLUSIVE SETTING: MEETING THE NEEDS OF ALL STUDENTS." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174787911.
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Anderson, Maren Minda. "Effectiveness of an early literacy program for diverse children an examination of Teacher-directed paths to achieving literacy success /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1246655726.
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Mangvwat, Solomon Elisha. "Cognitive and decoding correlates of reading comprehension in Nigerian children." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13673.
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The aim of this thesis was to better understand English as second language Nigerian children’s reading comprehension attainment, the first such study to be conducted in Nigeria. In the thesis three studies were conducted to investigate the influence of cognitive and decoding/reading skills on the children’s reading comprehension attainment, namely the preliminary study (Chapter-3) with one primary school in Nigeria, the main study (Chapter-4) with 13 state-run primary schools, and the control study (Chapter-5) including four primary schools in London, respectively. It was found that English as second language children’s reading comprehension performance is significantly influenced by cognitive, decoding and chronological age. The development of cognitive skills which is necessary for success in reading comprehension development is also dependent upon chronological age. That is, age-related increase in cognitive skills brings about increased engagement and more efficient reading comprehension attainment in the children. The normal cognitive development of the children had a positive role also on the children’s performance on language tests necessary for text comprehension. The study found that school socioeconomic background played a significant impact in the performance of Nigerian English as second language children – the better the socioeconomic background of the school the higher the reading comprehension attainment of the children. Furthermore gender was not a factor in the performance and development of reading comprehension by English as Second Language Nigerian children. This implies that parents, teachers and schools motivate and support children irrespective of being boys or girls to realise their full potentials without any discrimination. Having reviewed few theories of reading acquisition/development, the Simple view of reading (SVR) was found to be more appropriate for adoption in this study of Nigerian English as second language children’s reading comprehension attainment. The theory postulates that text comprehension is achieved when children have decoding skills and linguistic comprehension knowledge. The results obtained in Chapters 3 and 4 were in line with the Simple view of reading’s assertion – text comprehension depends on decoding and cognitive skills.
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Sacarin, Liliana. "Early Effects of the Tomatis Listening Method in Children with Attention Deficit." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1370465056.
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陳竑媝. "A Computer-based Training Environment for Children’s Phonemic Awareness." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/55908119542355884378.
Full textAbstract:
碩士國立臺灣師範大學
資訊教育學系
96
ABSTRACT Comparing the foreign teaching and research, we can find out that students in Taiwan lack for the training of phonemic awareness. The purpose of this research is to design a game-based learning software to help elementary school students improving their skills of phonemic awareness. And the design of the software focus much on how to make students to recognize phonemes, segment phonemes and blend phonemes. The subjects were 81 first-graders. Some students use the CAI software learning and the others are taught by the teacher. The results of the research show that the learning effect of the students using the CAI software has no significant difference. Nevertheless, the CAI software can help the students improving their skill of the phonemic segmentation. Furthermore, the students’ attitudes toward the CAI software are positive. The CAI software also can motivates students to learn English,
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O'Brien, Anne Geraldine. "Parent -delivered instruction in phoneme identification: Effects on phonemic awareness and letter knowledge of preschool-aged children." 2006. https://scholarworks.umass.edu/dissertations/AAI3212746.
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The effects of parent-delivered instruction on children's phonemic awareness were investigated. Participants were thirty-eight parents and their pre-school children. The purpose of this study was to: (1) investigate whether parents could successfully teach phoneme identification skills to preschool children; (2) assess whether the effects of parent-delivered instruction on phonemic awareness and the alphabetic principle could be independent of pretest letter knowledge, child vocabulary and cognitive ability, and SES; (3) determine whether training would generalize to recognition of untrained phonemes; and (4) assess parent satisfaction with the training and instructional program. Children were matched based on vocabulary scores. This measure was also a proxy for SES (Hart & Risley, 1995). Children were then randomly assigned to either treatment or control groups. In addition, pretest letter knowledge was assessed using experimental measures designed by Byrne and Fielding-Barnsley (1991). Parents taught their child to identify initial and ending phonemes and letter-sounds based on the early literacy program Sound Foundations (Byrne & Fielding-Barnsley, 1991), with lesson scripts based on explicit, direct instruction techniques (Kameenui & Carnine,1998; Swanson, Hoskyn & Lee, 1999). The duration of the program was 7 weeks. Children were required to find poster pictures that began or ended with the target sound and to color pictures with the target sound. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (Good & Kaminski, 2002) were used to measure Initial Sound Fluency and Letter Naming Fluency. Experimental measures of ending sound fluency, initial phoneme transfer and ending phoneme transfer were also used to measure outcomes. A survey was used to obtain social validity data regarding parent satisfaction with the program. Results indicated that: (a) there was a large, albeit insignificant effect for parent training on children's initial sound fluency (d = 1.1, p < .006); (b) parent training was not predictive of letter naming fluency (p =.07); (c) there were no significant differences on measures of phoneme transfer; and (d) pretest letter knowledge was predictive of outcomes on letter naming fluency (p < .01). Parents reported a high degree of satisfaction with training. The discussion focuses on future research on early literacy instruction and parent-delivered instruction.
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Deneen-Bell, Nicole Elise Gough Philip B. "The relationship between phonemic awareness and developmental spelling a longitudinal study /." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3119512.
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Deneen-Bell, Nicole Elise 1970. "The relationship between phonemic awareness and developmental spelling : a longitudinal study." 2003. http://hdl.handle.net/2152/12113.
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Chu, Li-An, and 朱麗安. "Research on young children's phonetic awareness and academic achievement in learning Chinese phonological symbols." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/49302161117681224898.
Full textAbstract:
碩士國立新竹教育大學
幼兒教育學系碩士班
98
This research aims to probe into the correlation between young children’s phonetic awareness and their academic achievement in learning Chinese Phonological Symbols as first graders in primary schools. Research questions include the followings: (1) Are there correlations between young children’s phonetic awareness in kindergartens and their academic performance in the Chinese phonological symbols exam after receiving a 10-week instruction as first graders in primary schools? (2) Are there correlations between the first graders’ performance in the Chinese phonological symbols exam and their phonetic awareness? (3) Is it possible to predict young children’s academic performance in the Chinese phonological symbols exam at first grade based on their phonetic awareness at the kindergarten stage? The subjects of this research were 36 young children in the adjacent kindergarten of a Municipal Elementary School in HsinChu City. They were given a test of phonetic awareness at the last semester of the kindergarten year. There are five dimensions of the test questions, including detection of beginning sounds, detection of ending sounds, omitting the beginning sounds, omitting the ending sounds, and the substitute of ending sounds. A post test was given again to these children when they become first graders. Their performances in the exam of Chinese phonological symbols after receiving a 10-week instruction as first graders in primary schools were analyzed. Based on the results, major findings regarding young children’s phonetic awareness are as follows: (1) A significant difference between the children’s phonetic awareness at kindergarten stage and at primary school stage was observed. (2) The children’s phonetic awareness at kindergarten stage can be used to predict their phonetic awareness in the first grade. As for the correlation between young children’s phonetic awareness and academic achievement in learning Chinese phonological symbols, the results are shown as follows. (1) There is a positive correlation between the children’s phonetic awareness at kindergarten stage and academic achievement in learning Chinese phonological symbols. (2) There also exists a positive correlation between the children’s phonetic awareness at primary school stage and their academic achievement in learning Chinese phonological symbols.
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Yen, Chen-Hui, and 顏禎慧. "Phonological Awareness and Mandarin Phonetic Symbol Abilities in Children With Phonological Disorders." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/59532335293551974726.
Full textAbstract:
碩士國立台北護理學院
聽語障礙科學研究所
93
The purpose of this study was to compare the phonological awareness abilities and Mandarin phonetic symbol abilities of 2 groups of first graders : one with normally developing speech skills and the other with phonological disorders. Each group received tests of articulation, nonverbal cognition, receptive and expressive language, phonological awareness, and Mandarin phonetic symbol skills. The groups were matched for nonverbal cognition, language skills, age, and socioeconomic status. The primary findings are as follows： (1) There were significant differences between students with and without phonological disorders in phonological awareness skills before ten week teaching of Mandarin phonetic symbol. The phonological awareness skills included onset segmentation（i.e. word and syllables）and onset matching. It was also found that there were no significant differences between students with and without phonological disorders in phonological awareness skills after ten week teaching of Mandarin phonetic symbol. The phonological awareness skills included consonant awareness of Mandarin phonetic symbol, vowel or compound vowel awareness and tone awareness. (2) There were significant differences between students with and without phonological disorder in dictation, spelling and oral reading of Mandarin phonetic symbols, which included single phonetic symbol, words, and tone. (3) There were no significant differences between students with mild-moderate phonological disorders and students with moderate-severe phonological disorders in phonological awareness skills before ten week teaching of Mandarin phonetic symbol. The phonological awareness skills included onset segmentation（i.e. word and syllables）and onset matching. It was also found that there were no significant differences between these two groups of students in phonological awareness skills after ten week teaching of Mandarin phonetic symbol. The phonological awareness skills included consonant awareness of Mandarin phonetic symbol, vowel or compound vowel awareness and tone awareness. (4) There were significant differences between students with mild-moderate phonological disorders and students with moderate-severe phonological disorders in some of Mandarin phonetic symbol skills, including oral reading of single Mandarin phonetic symbol and of passages written in Mandarin phonetic symbols.
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Zeuschner, Michelle S. "Phonemic awareness through fluent auditory discrimination and the effects on decoding skills of learning disabled students /." 2005. http://www.consuls.org/record=b2744752.
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Thesis (Ed.D.) -- Central Connecticut State University, 2005.Thesis advisors: Penelope Lisi, Joanne Walker. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 68-74). Also available via the World Wide Web.
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"Patterns of phonological awareness and their effects on reading English in primary 1, 2 and 3 Chinese children." 2001. http://library.cuhk.edu.hk/record=b5891361.
Full textAbstract:
Lam Wai Yung.Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 126-133).
Abstracts in English and Chinese.
Abstract --- p.i
Acknowledgement --- p.iv
Table of contents --- p.v
Chapter Chapter 1 --- INTRODUCTION --- p.1
Chapter 1 .1 --- Background --- p.1
Chapter 1.2 --- Purposes of The Study --- p.7
Chapter Chapter 2 --- LITERATURE REVIEW --- p.8
Chapter 2.1 --- Phonological Awareness and Reading --- p.8
Chapter 2.1.1 --- Word recognition and reading --- p.8
Chapter 2.1.2 --- Relationship between phonological awareness and reading performance --- p.9
Chapter 2.2 --- Two Views About Levels of Phonological Awareness --- p.12
Chapter 2.2.1 --- Linear view of levels of phonological awareness --- p.13
Chapter 2.2.2 --- Hierarchical view of levels of phonological awareness --- p.14
Chapter 2.3 --- Measurement of Phonological Awareness --- p.16
Chapter 2.3.1 --- Various task types --- p.17
Chapter 2.3.2 --- Various levels of difficulty of phonological tasks --- p.22
Chapter 2.3.3 --- Task analysis studies --- p.23
Chapter 2.4 --- Development of Levels of Phonological Awareness --- p.26
Chapter 2.4.1 --- Developmental sequence of phonological awareness --- p.26
Chapter 2.4.2 --- Underlying reasons for the sequential development --- p.29
Chapter 2.5 --- Levels of Phonological Awareness and Reading --- p.30
Chapter 2.5.1 --- Syllable awareness and English reading --- p.31
Chapter 2.5.2 --- Phoneme awareness and English reading --- p.32
Chapter 2.5.3 --- Onset-rime awareness and English reading --- p.34
Chapter 2.6 --- Chinese Reading English as A Second Language --- p.39
Chapter 2.6.1 --- Orthographic and phonological differences between Chinese and English --- p.39
Chapter 2.6.2 --- Influence of learning Chinese on phonological awareness - --- p.41
Chapter 2.6.3 --- Phonological awareness development in Chinese children - --- p.44
Chapter 2.6.4 --- Effects of first language learning on reading English --- p.49
Chapter Chapter 3 --- METHOD --- p.54
Chapter 3.1 --- Subjects --- p.54
Chapter 3.2 --- Tasks --- p.55
Chapter 3.2.1 --- Syllable level tasks --- p.57
Chapter 3.2.1.1 --- Syllable detection --- p.57
Chapter 3.2.1.2 --- Syllable deletion --- p.58
Chapter 3.2.2 --- Onset-rime level tasks --- p.58
Chapter 3.2.2.1 --- Onset-rime detection --- p.58
Chapter 3.2.2.2 --- Onset-rime deletion - --- p.59
Chapter 3.2.3 --- Phoneme level tasks --- p.60
Chapter 3.2.3.1 --- Phoneme detection --- p.60
Chapter 3.2.3.2 --- Phoneme deletion - --- p.61
Chapter 3.2.4 --- Word recognition test --- p.62
Chapter 3.2.5 --- The Raven's Standard Progressive Matrices --- p.62
Chapter 3.3 --- Procedure --- p.63
Chapter Chapter 4 --- RESULTS --- p.64
Chapter 4.1 --- Descriptive Data --- p.64
Chapter 4.2 --- Patterns of Phonological Awareness --- p.66
Chapter 4.2.1 --- The performance of three graders in the tasks of three levels of phonological awareness --- p.66
Chapter 4.2.2 --- Patterns of phonological development --- p.76
Chapter 4.3 --- Measuring Phonological Awareness: Detection Vs. Deletion --- p.82
Chapter 4.4 --- Predicting English Word Reading Performance --- p.92
Chapter 4.5 --- Summary of Results --- p.95
Chapter Chapter 5 --- DISCUSSION --- p.98
Chapter 5.1 --- Patterns of Phonological Awareness --- p.98
Chapter 5.1.1 --- Progressive development in phonological awareness over grade --- p.98
Chapter 5.1.2 --- The characteristics of phonological development in Hong Kong children --- p.103
Chapter 5.1.3 --- Developmental progression from large via medium to small units --- p.107
Chapter 5.2 --- Measurement of Phonological Awareness --- p.110
Chapter 5.3 --- Phonological Awareness and Word Reading --- p.114
Chapter Chapter 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.120
Chapter 6.1 --- Major Findings --- p.120
Chapter 6.1.1 --- Patterns of phonological awareness --- p.120
Chapter 6.1.2 --- Measurement of phonological awareness --- p.120
Chapter 6.1.3 --- Phonological awareness in predicting English reading --- p.121
Chapter 6.2 --- Limitations --- p.122
Chapter 6.3 --- Implications and Recommendations --- p.123
Chapter 5.6.1 --- Pedagogical implications --- p.123
Chapter 5.6.2 --- Future research recommendations --- p.124
References --- p.126
Appendixes --- p.134
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Tseng, Ching-Hui, and 曾敬惠. "Using Phonemic Awareness Skills to Improve EnglishWord Recognition for Fourth Grade Striving EFL Children – An action research." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/79169453973914405156.
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碩士國立花蓮教育大學
英語學系
98
This action research investigated whether grade 4 striving English as Foreign Language (EFL) children’s English word recognition skill along with their interest in English improved with the Phonemic Awareness Program. Instructions were adapted from Blevins (1998). The phonemic awareness tasks were adapted from Adams (1990) and Yopp (1992). These were rhyming, oddity, blending segmenting and manipulation. Hence the Phonemic Awareness Program (PA Program) was developed. Participants were 13 grade 4 EFL striving children from a public elementary school in Hualien County, Taiwan. There were 30 students in that class. The participants were selected based on their English proficiency level and no cram school. The school had three English classes per week for grade 4 students. The study used two of the three English classes each week. The PA Program was for 15 weeks. Each English class was divided into two 20 minutes sessions. The first 20 minutes, the participants studied with the rest of the classmates following the regular curriculum. The second 20 minutes session, the participants attended the PA Program with the researcher. Data analyses were based on qualitative data and quantitative data. The qualitative data of this research included researcher’s reflection logs, observation sheets, observers’ feedback and notes, interviews, photographs, videos. The quantitative data included pre-test and post-test of phonemic awareness, alphabet recognition assessment, matching upper-case and lower-case assessment. In addition, the participants’ spelling test, word recognition test, school-wide midterm and final exam were included. Participant’s phonemic awareness was analyzed by t-test using SPSS software. At the end of the PA Program, the researcher interviewed each participant with a questionnaire about their change on word recognition and interest towards learning English. Based on the results of data analyzed, the study had the following conclusions: 1. Striving EFL children can learn phonemic awareness. 2. Participants’ word recognition skill improved. The participants’ results on school-wide exams were better than other striving children of other grade 4 classes. 3. Manipulation is the most difficult task for the teacher to teach and the most difficult task for the EFL striving children to learn. 4. When striving EFL children’s word recognition improved, their interest for learning English increased. The researcher’s professional development was enriched through continued reflection on challenges faced and solutions made during the study. The researcher’s focus and attitude toward English teaching were changed, too. Based on the results, the researcher provided some recommendations for EFL teachers.
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Dowling, Rebecca Norah. "The effects of parent -delivered instruction on the phonemic awareness and letter -identification skills of kindergarten children." 2000. https://scholarworks.umass.edu/dissertations/AAI9978492.
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Research in the area of early literacy has strongly supported instruction at the phonemic awareness level. In addition, a number of research articles have discussed the importance of involving parents in their children's education through home-based activities. This study examined the effects of a parent-training on early literacy skills in the areas of phonemic awareness and letter-identification. This study utilized a pre-experimental AB design. Thirty-nine kindergarten children from the northeast were administered early literacy measures (Dynamic Indicators of Basic Early Literacy Skills - DIBELS) ten times during both the base-line phase and treatment phases. Twenty children comprised the treatment group, and their parents participated in five training sessions and 10 weeks of interactive book reading and practice and instruction of specific skills with their children. Results were positive and significant for the three early literacy measures, (Onset Fluency, Letter-Naming Fluency, and Phoneme Segmentation). In addition, treatment integrity and acceptability were measured. Limitations to the study, implications for education and future research are also discussed.
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Watts, Jennifer Lynn. "The structure and development of phonological awareness a guide for finding more effective training methods /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3110703.
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Chai, Hua-Zhen, and 柴華禎. "The Effects of Phonological Awareness Program on Mandarin Phonetic Symbol Abilities for Children WithArticulation Disorders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/25759730600273166196.
Full textAbstract:
碩士國立臺南大學
特殊教育學系輔助科技碩士班
102
The purpose of this study was to investigate the effect of phonological awareness program on mandarin phonetic symbol abilities for 2 students with articulation disorders. With single subject of withdrawal design, the visual analysis, effect size and graphical methods describe the immediately and maintain effectiveness. Social validity of the results was also examed through and interviews with parents and participants . The results of this study were summarized as the followings: 1. Phonological awareness program was both immediately and continuously effective as to enhancing the abilities of phonological awareness of two students afflicted to artlulation disorders. 2. Phonological awareness program was both immediately and continuously effective as to enhancing the abilities of combining two phonemes of two students afflicted to artlulation disorders. 3. Phonological awareness program was both immediately and continuously effective as to enhancing the abilities of voice cutting of two students afflicted to artlulation disorders. 4. Phonological awareness program was both immediately and continuously effective as to enhancing the abilities of tone awareness of two students afflicted to artlulation disorders. 5. Interviews with engaged individuals and their parents indicated that this research had a high social validity. Finally, based on the results, according to "phonological awareness program" showed some proposed findings on teaching practice and research suggestions for reference in the future.
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DeMann, John. "The Relationships Among Rapid Automatized Naming (RAN), Processing Speed and Reading Fluency in Clinic Referred Children." 2011. http://digital.library.duq.edu/u?/etd,154092.
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Converging evidence suggests that phonological awareness is at the core of reading ability. Rapid automatized naming (RAN), defined as how quickly individuals can name continuously presented familiar visual stimuli, is also known to be a strong predictor of reading performance, and reading fluency in particular. The double deficit hypothesis suggests RAN deficits represent an additional core deficit associated with the reading process. Although there are many ways to measure RAN (e.g., using letters, numbers, pictures, objects), not well established is which RAN task is most predictive of the reading fluency skills of clinic referred children. Further research is also needed to understand the relationship between RAN and general processing speed, and the extent to which RAN tasks uniquely predict the reading fluency of clinic-referred children. The purpose of the current study is to determine a) the relationships among phonemic awareness, RAN, general processing speed, and reading fluency; b) the predictive value of phonemic awareness and RAN tasks in determining reading fluency performance; c) which RAN task best predicts reading fluency; and d) if RAN tasks continue to predict reading fluency while controlling for general processing speed. 64 children from a university reading clinic were used as participants in this study. The results suggest that alphanumeric RAN task performance --and letter naming in particular-- are unique contributors to reading fluency performance in dysfluent readers. Further, the results indicate that this contribution to reading fluency extends beyond that of other theoretical components of fluency.School of Education
School Psychology
PhD
Dissertation
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Lin, Jia-Ru, and 林佳儒. "The effects of phonetic discrimination and phonological awareness on treatment effectiveness for children with phonological disorders." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54479968233467296919.
Full textAbstract:
碩士國立臺北護理健康大學
聽語障礙科學研究所
99
The purpose of this study is in two-fold: (1) to investigate the role of phonetic discrimination and phonological awareness on treatment effectiveness for children with phonological/articulation disorders and (2) to explore a possible baseline for clinical treatment. Twenty-nine preschool children with phonological/articulation disorders, age ranged from 4 years old to 6 years old, participated in the present study.Participants were first tested on their abilities in phonetic discrimination and phonological awareness and then were randomly assigned into one of the two groups:the experimental group (language-based approach with traditional approach) and the baseline group (traditional approach). In the experimental group, the 15 participants were treated with 12 training items; while in the baseline group, the 14 children were trained with 5 items. Effectiveness of treatment outcome was examined by comparing pre and post treatment performance in the following three areas: (1) the percentage of consonant correct (PCC), (2) the percentage of phoneme correct (PPC), and (3) the effect of target sound generalization. The results showed significant correlations between phonological awareness (PA) and the post treatment progress in PCC in word presentation format. Moreover, in the baseline group, PA, phonetic discrimination and language ability are significantly correlated with their progress in PCC. As it is found that both groups have shown significant increase in PCC and PPC in words and spontaneous speech context and no significant group difference is found, it can be inferred that the amount of practice in the baseline group is quite adequate. In sum, this study successfully established a simple but effective treatment program that can serve as a baseline for clinical planning. It is also suggested that speech therapists should pay special attention to the children’s PA when conceiving treatment plan.Those with lower PA should not be treated with traditional oral-motor approach.
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Yang, Limin, and 楊麗敏. "The Effectiveness of Phonemic Awareness Training with Information Technology on Word Recognition and Spelling in Taiwanese Elementary School Children." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/78037157158536389942.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
96
This study aimed to investigate the effectiveness of phonemic awareness training with information technology on word recognition and spelling of Taiwanese elementary school English learners and to find out its impacts on students with different family background and different levels of English proficiency. In this quasi-experimental study, two classes of the fourth graders at an elementary school in Taipei County were selected as the experimental group and controlled group respectively. The former received the ten-week phonemic awareness training, 20 minutes a day and twice a week, with information technology, while the controlled group did not. The research data were collected through questionnaires of students’ English learning background and the pre- and posttests of word recognition and spelling and analyzed with Independent-Samples t-test and Paired-Sample t-test. The results of this study were summarized as follows. Firstly, phonemic awareness training did significantly contribute to word recognition and spelling ability. Secondly, phonemic awareness training with information techonology influenced significantly the low scorers on their performance in word recognition and spelling. Similarly, phonemic awareness training with information techonology significantly improved the English abilities of word recognition and spelling of the students whose parients received less education and pay less attention to their English learning and the students receiving English education for few years in cram schools. Based on the results of the study, some suggestions were made for EFL teachers, school authorities and future studies.