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Promoting Pre-Reading Skills in Kind...

DiBlasi, Lori.

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Promoting Pre-Reading Skills in Kindergartners: A Phonological Awareness Based Reading Intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Promoting Pre-Reading Skills in Kindergartners: A Phonological Awareness Based Reading Intervention./
Author:	DiBlasi, Lori.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	44 p.
Notes:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10278921
ISBN:	9781369774511

Promoting Pre-Reading Skills in Kindergartners: A Phonological Awareness Based Reading Intervention.
DiBlasi, Lori.

Promoting Pre-Reading Skills in Kindergartners: A Phonological Awareness Based Reading Intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 44 p.

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.A.)--Southern Connecticut State University, 2017.

This study explored important pre-reading skills in emergent readers. The reading process is an interaction between written and spoken language. Individuals can connect written symbols to meanings and sounds because of their pre-established oral language skills. Phonological awareness is an important oral-based skill that has been found to facilitate reading skills in emergent readers. Previous research has demonstrated that young readers can sometimes identify new words that are similar to known words by implementing a reading-by-analogy technique; a technique that relies on phonological awareness. The present study explored Word Families intervention in two Kindergarten classes. In addition to exposing some children to the Word Families intervention, children initially scoring below average in phonological skills were placed into letter name or letter name and sound intervention groups that received phonological training, prior to their exposure to Word Family Flashcards, in order to monitor and promote such skills. The current study found a significant increase in phonological skills resulting from the pre-intervention for those students. The groups who received phonological training were brought up to age-level norm scores on phonological tests, mirroring the pre-intervention phonological level of their peers that received the Word Families Intervention. Students who received the Word Families intervention showed significant gains in phonological awareness, compared to the control group. The findings were interpreted, as students are now developmentally ready to benefit from the Word Families intervention.

ISBN: 9781369774511Subjects--Topical Terms:

517650
Educational psychology.

Promoting Pre-Reading Skills in Kindergartners: A Phonological Awareness Based Reading Intervention.
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500 $a Source: Masters Abstracts International, Volume: 56-04.
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520 $a This study explored important pre-reading skills in emergent readers. The reading process is an interaction between written and spoken language. Individuals can connect written symbols to meanings and sounds because of their pre-established oral language skills. Phonological awareness is an important oral-based skill that has been found to facilitate reading skills in emergent readers. Previous research has demonstrated that young readers can sometimes identify new words that are similar to known words by implementing a reading-by-analogy technique; a technique that relies on phonological awareness. The present study explored Word Families intervention in two Kindergarten classes. In addition to exposing some children to the Word Families intervention, children initially scoring below average in phonological skills were placed into letter name or letter name and sound intervention groups that received phonological training, prior to their exposure to Word Family Flashcards, in order to monitor and promote such skills. The current study found a significant increase in phonological skills resulting from the pre-intervention for those students. The groups who received phonological training were brought up to age-level norm scores on phonological tests, mirroring the pre-intervention phonological level of their peers that received the Word Families Intervention. Students who received the Word Families intervention showed significant gains in phonological awareness, compared to the control group. The findings were interpreted, as students are now developmentally ready to benefit from the Word Families intervention.
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