How phonological awareness concepts embedded in a teacher's use of language during classroom routines and transitions affects students' development of phonological awareness

Lisa Krause

Abstract

The purpose of this study was to see how phonological awareness concepts embedded in a teachers' use of language during classroom routines and transitions affects students' development of phonological awareness. The researcher took a sample of four students from an urban kindergarten classroom from the Midwest. The students chosen for the sample were students who were in need of phonological awareness intervention according to scores that they received on an assessment. The study took place from January 2010 -March 2010. All of the students received phonological awareness instruction in rhyme, syllable segmentation, initial phoneme isolation, onset and rime, as well as blending and segmenting. Data showed that by the end of the study all four students showed an increase in phonological awareness skills.