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The development of phonological awar...

Kerr, Joi Mechelle.

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The development of phonological awareness in African American inner-city kindergarten students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The development of phonological awareness in African American inner-city kindergarten students./
作者:	Kerr, Joi Mechelle.
面頁冊數:	232 p.
附註:	Adviser: Jacqueline Comas.
Contained By:	Dissertation Abstracts International62-03A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3009025
ISBN:	9780493186825

The development of phonological awareness in African American inner-city kindergarten students.
Kerr, Joi Mechelle.

The development of phonological awareness in African American inner-city kindergarten students. - 232 p.

Adviser: Jacqueline Comas.

Thesis (Ph.D.)--University of Maryland, College Park, 2001.

The purpose of this study was to investigate the effects of explicit phonological awareness training on inner city African American kindergarten students. Additionally, students' verbal responses and participation behaviors during whole and small group instruction were analyzed. Two intact classes of forty eight kindergarten students in an urban, northeastern region of the United States participated in this study. A class of 24 students was assigned to the phonological awareness group receiving structured phonological awareness training in rhyme recognition and production, letter/sound recognition, and blending. The second class of 24 students did not receive phonological awareness training but received the traditional reading/language arts instruction using the Open Court Reading program. Students received training three days per week, 15 during pre-, post- and delayed testing. Classroom observations were conducted to record students' language use and levels of participation.

ISBN: 9780493186825Subjects--Topical Terms:

1017673
Black Studies.

The development of phonological awareness in African American inner-city kindergarten students.
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245 1 4 $a The development of phonological awareness in African American inner-city kindergarten students.
300 $a 232 p.
500 $a Adviser: Jacqueline Comas.
500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: A, page: 0962.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2001.
520 $a The purpose of this study was to investigate the effects of explicit phonological awareness training on inner city African American kindergarten students. Additionally, students' verbal responses and participation behaviors during whole and small group instruction were analyzed. Two intact classes of forty eight kindergarten students in an urban, northeastern region of the United States participated in this study. A class of 24 students was assigned to the phonological awareness group receiving structured phonological awareness training in rhyme recognition and production, letter/sound recognition, and blending. The second class of 24 students did not receive phonological awareness training but received the traditional reading/language arts instruction using the Open Court Reading program. Students received training three days per week, 15 during pre-, post- and delayed testing. Classroom observations were conducted to record students' language use and levels of participation.
520 $a Data were analyzed using a split plot ANOVA, with testing time as the repeated dimension and appropriate univariate tests were performed. Findings suggested that the phonological awareness training did not affect students' accuracy in responding to rhyme, beginning sound awareness, and letter/sound recognition. However, the training did affect the students' ability to blend phonemes. Significant interactions between groups and testing occasions were found only for letter recognition (upper case and lower case). Evidence from the observations indicated that students in the low phonological awareness group appeared to be more comfortable responding and participating during small group instruction. Additionally, students' use of African American Vernacular English appeared to affect their initial ability to recognize and produce rhymes. Based on the findings of this study, implications were drawn for theory, research and instructional practice.
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