Date of Award


Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Language And Literacy

Colleges & School

College Of Education And Leadership

First Advisor

Stephanie Lundgren

Library of Congress Subject Heading

English language--Phonology; English language--Phonemics; English language--Study and teaching--Foreign speakers; Language disorders


Phonological awareness and expressive language are important prerequisites for any reader, but in the case of an emergent English Language Learner (ELL) with language impairment, the task of developing phonological sensitivity and expressive language can be as challenging as it is crucial. The purpose of this study is to determine the effect that sublexical fluency and auditory discrimination tasks will have on the phonological awareness and expressive language of a first grade ELL with language impairment who did not respond to previous treatment of a more common phonological awareness intervention, Road to the Code (Blachman, Ball, Black, & Tangel, 2000), specifically on the task of phonemic segmentation. This former intervention used Elkonin, or sound, boxes, and a routine of teacher modeling, imitation, and corrective feedback with emphasis on saying words slowly to hear and segment the individual sounds in words. The results of this study suggest that a phonological awareness intervention that focuses instead on sublexical fluency and auditory discrimination tasks-two elements commonly missing from most prescriptive phonological awareness interventions-can have a positive impact on the phonological awareness and expressive language of even the most linguistically-desensitized learners.


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