Date of Award
Graduate Field Experience
Master Of Arts In Language And Literacy
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
English language--Study and teaching (Elementary)--Foreign speakers; Phonetics--Study and teaching
This research study examined the effects of an evidence-based intervention in phonological awareness with first grade English language learners (ELLs). The study had 6 participants ranging in age from six to seven. Of the participants, three were ELL and the other were native English speakers, or non-ELL. The intervention group received explicit phonological awareness instruction for eight weeks. There were two major findings from the research: all students experienced growth in their phonological awareness and ELLs made similar gains in their phonological awareness as their non-ELL peers. The results indicate that evidence-based phonological awareness interventions are valuable for ELLs and non-ELLs.
Payne, Kaitlin E., "The effects of an evidence-based intervention with English language learners in phonological awareness" (2014). Master's Theses, Capstones, and Projects. 1101.
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