Date of Award
Graduate Field Experience
Master Of Arts In Urban Education
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
Phonetics--Study and teaching; English language--Study and teaching--Foreign speakers; Vocabulary
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.
Solis, Vanessa, "The Effects of Phonological Awareness/Word Study on Kindergarten English Language Learners" (2014). Master's Theses, Capstones, and Projects. 413.
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