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

dc.contributor.advisorStrattman, Kathy H.
dc.contributor.authorMarble-Flint, Karissa J.
dc.date.accessioned2014-10-13T17:04:52Z
dc.date.available2014-10-13T17:04:52Z
dc.date.issued2014-04-25
dc.descriptionSecond 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.
dc.descriptionResearch completed at Department of Communication Sciences and Disorders, College of Health Professionals
dc.description.abstractResearch 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.
dc.description.sponsorshipGraduate School, Academic Affairs, University Libraries
dc.identifier.citationMarble, 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
dc.identifier.urihttp://hdl.handle.net/10057/10773
dc.language.isoen_US
dc.publisherWichita State University. Graduate School
dc.relation.ispartofseriesGRASP
dc.relation.ispartofseriesv.10
dc.rights.holderWichita State University
dc.titleTeach me to read: Gains in preschoolers' phonological awareness skills from explicit instruction
dc.typeConference paper
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Marble, Karrisa.pdf
Size:
44.44 KB
Format:
Adobe Portable Document Format
Description:
Conference paper