Author

Lisa Krause

Date of Award

1-1-2010

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Literacy and Language Development)

Colleges & School

College Of Education And Leadership

First Advisor

Casey O'Keefe

Library of Congress Subject Heading

Kindergarten; Kindergarten teachers; Phonetics--Study and teaching; Articulation disorders

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.

Rights

On-Campus Access

OCLC Number

712804473

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