Teach me to read: Gains in preschoolers' phonological awareness skills from explicit instruction

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Issue Date
2014-04-25
Authors
Marble-Flint, Karissa J.
Advisor
Strattman, Kathy H.
Citation

Marble, Karissa J. 2014. Teach Me to Read: Gains in Preschoolers' Phonological Awareness Skills From Explicit Instruction. -- In Proceedings: 10th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 29

Abstract

Research has shown a relationship between phonological awareness, early reading instruction, and later reading skills. Phonological awareness (PA) skills are taught through explicit instruction. When this instruction occurs before learning to read, advances appear in reading development, advances greater than those from other types of pre-reading intervention. The current study determined effects of low intensity PA treatment in typically developing preschoolers and preschoolers with language impairments. Pre- and post-test scores of children in Reading Explorers (RE) were compared. Results indicated scores for children with speech and language impairments and typically developing children improved. When compared with age-matched peers in a typical preschool curriculum, children in RE scored significantly higher following treatment.

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Description
Second place winner of oral presntations at the 10th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Heskett Center, Wichita State University, April 25, 2014.
Research completed at Department of Communication Sciences and Disorders, College of Health Professionals
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