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Using children's literature: How lit...

Moriarty, Terry Elizabeth Eusey.

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Using children's literature: How literature-based writing influences the development of phonological awareness.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using children's literature: How literature-based writing influences the development of phonological awareness./
作者:	Moriarty, Terry Elizabeth Eusey.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 53-01, Section: A.
Contained By:	Dissertations Abstracts International53-01A.
標題:	Literacy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9113769

Using children's literature: How literature-based writing influences the development of phonological awareness.
Moriarty, Terry Elizabeth Eusey.

Using children's literature: How literature-based writing influences the development of phonological awareness. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 126 p.

Source: Dissertations Abstracts International, Volume: 53-01, Section: A.

Thesis (Ph.D.)--Oakland University, 1990.

This item must not be sold to any third party vendors.

This experimental study investigated the effect of literature-based writing instruction on first graders' phonemic awareness. Three intact first grade classrooms participated in the study: two classes received experimental treatments, and one class served as controls. In Treatment A, a selection of children's literature was followed by a free writing period in which the children were encouraged to write the best they could and spell words the way they sound. In Treatment B, the same selection of read-aloud literature for the day was followed by a writing process demonstration. During the writing period, the children were encouraged to copy the model presented visually, and write the best they could, spelling words the way they sound. During two days prior and two days after the treatment period, all subjects were pre- and post-tested on phonemic awareness measures from Yopp (1987). The control group subjects received no literature-based writing treatments, but were pre- and post-tested on the same instruments: the Yopp-Singer (1987) test of phoneme segmentation and the Rosner (1975) test of phoneme deletion. With some qualifications, the results supported the first hypothesis of the study: the groups receiving literature-based writing instruction treatments improved in the measures of phonemic awareness. Their improvement was significantly higher than the control group. However, the second hypothesis of the study was not supported. The direct instruction using a visual model from the literature in Treatment B was not as effective as Treatment A, in which a free writing period followed the read-aloud literature. This study added to the research on early writing with invented spelling which accelerates beginning reading skill. Further application was suggested for the use of fine children's literature at higher levels of writing and reading skills.Subjects--Topical Terms:

528342
Literacy.

Using children's literature: How literature-based writing influences the development of phonological awareness.
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500 $a Publisher info.: Dissertation/Thesis.
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520 $a This experimental study investigated the effect of literature-based writing instruction on first graders' phonemic awareness. Three intact first grade classrooms participated in the study: two classes received experimental treatments, and one class served as controls. In Treatment A, a selection of children's literature was followed by a free writing period in which the children were encouraged to write the best they could and spell words the way they sound. In Treatment B, the same selection of read-aloud literature for the day was followed by a writing process demonstration. During the writing period, the children were encouraged to copy the model presented visually, and write the best they could, spelling words the way they sound. During two days prior and two days after the treatment period, all subjects were pre- and post-tested on phonemic awareness measures from Yopp (1987). The control group subjects received no literature-based writing treatments, but were pre- and post-tested on the same instruments: the Yopp-Singer (1987) test of phoneme segmentation and the Rosner (1975) test of phoneme deletion. With some qualifications, the results supported the first hypothesis of the study: the groups receiving literature-based writing instruction treatments improved in the measures of phonemic awareness. Their improvement was significantly higher than the control group. However, the second hypothesis of the study was not supported. The direct instruction using a visual model from the literature in Treatment B was not as effective as Treatment A, in which a free writing period followed the read-aloud literature. This study added to the research on early writing with invented spelling which accelerates beginning reading skill. Further application was suggested for the use of fine children's literature at higher levels of writing and reading skills.
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