Author

Vanessa Solis

Date of Award

12-6-2014

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

First Advisor

Luann Dreifurst

Library of Congress Subject Heading

Phonetics--Study and teaching; English language--Study and teaching--Foreign speakers; Vocabulary

Abstract

The research examined the effects of an evidence-based intervention in the study of phonological awareness and word study at the pre kindergarten and kindergarten level. The research was conducted in the form of a case study with the focus on one English Language Learner (ELL) student. Although intervention groups were held with non-ELL and ELL students alike, the focus was on one ELL student. The intervention group received six weeks of explicit and repeated instruction in phonological awareness and focused on word study development. There were two major findings from this study: the ELL focus student made gains in phonological awareness and when mixed with word study, made significant gains in his end -of -year reading test. The results indicate that small group phonological and word study interventions are crucial for the reading development of young ELLs.

Rights

Open Access

OCLC Number

897750287

Is this full-text open access?

1

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Education Commons

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