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The Impact of Explicit, Multisensory Phonics Instruction on Kindergartener's Decoding Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Explicit, Multisensory Phonics Instruction on Kindergartener's Decoding Skills./
Author:	DeNobile, Gianna M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	93 p.
Notes:	Source: Masters Abstracts International, Volume: 83-03.
Contained By:	Masters Abstracts International83-03.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28714152
ISBN:	9798538139033

The Impact of Explicit, Multisensory Phonics Instruction on Kindergartener's Decoding Skills.
DeNobile, Gianna M.

The Impact of Explicit, Multisensory Phonics Instruction on Kindergartener's Decoding Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 93 p.

Source: Masters Abstracts International, Volume: 83-03.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2021.

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

The purpose of this qualitative study was to determine if the use of explicit multisensory phonics instruction has an impact on Kindergarten student's decoding skills. Decoding is the ability to apply knowledge of letter-sound relationships, including the knowledge of letter patterns such as the consonant-vowel-consonant (CVC) pattern, to correctly pronounce written words. Understanding and applying letter-sound relationships, also known as the alphabetic principle, equips students with the ability to recognize familiar words with automaticity and to solve unknown words. A review of the literature suggested that explicit multisensory phonics instruction can be used to aid decoding. To examine the impact of explicit multisensory phonics instruction, six Kindergarten participants were selected for this study. Previous assessments and classroom observations showed these participants were reading below grade level and scored below Kindergarten benchmark levels for literacy screenings which included letter and sound identification. Participants were not aware they were selected for this study and were not required to complete any additional work. The research setting was that of the natural classroom environment. Over the course of eight weeks, data was collected through field journal notes, DIBELS 8th Edition Nonsense Word Fluency assessments, and Running Record reading assessments. The data collected showed that explicit multisensory instruction positively impacts Kindergartener's decoding skills and that Kindergarteners frequently utilize other word solving strategies to read words in printed text. Suggestions for future research and recommendations for teachers are included.

ISBN: 9798538139033Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Decoding

The Impact of Explicit, Multisensory Phonics Instruction on Kindergartener's Decoding Skills.
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245 1 4 $a The Impact of Explicit, Multisensory Phonics Instruction on Kindergartener's Decoding Skills.
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300 $a 93 p.
500 $a Source: Masters Abstracts International, Volume: 83-03.
500 $a Advisor: Mongillo, Geraldine.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative study was to determine if the use of explicit multisensory phonics instruction has an impact on Kindergarten student's decoding skills. Decoding is the ability to apply knowledge of letter-sound relationships, including the knowledge of letter patterns such as the consonant-vowel-consonant (CVC) pattern, to correctly pronounce written words. Understanding and applying letter-sound relationships, also known as the alphabetic principle, equips students with the ability to recognize familiar words with automaticity and to solve unknown words. A review of the literature suggested that explicit multisensory phonics instruction can be used to aid decoding. To examine the impact of explicit multisensory phonics instruction, six Kindergarten participants were selected for this study. Previous assessments and classroom observations showed these participants were reading below grade level and scored below Kindergarten benchmark levels for literacy screenings which included letter and sound identification. Participants were not aware they were selected for this study and were not required to complete any additional work. The research setting was that of the natural classroom environment. Over the course of eight weeks, data was collected through field journal notes, DIBELS 8th Edition Nonsense Word Fluency assessments, and Running Record reading assessments. The data collected showed that explicit multisensory instruction positively impacts Kindergartener's decoding skills and that Kindergarteners frequently utilize other word solving strategies to read words in printed text. Suggestions for future research and recommendations for teachers are included.
590 $a School code: 0610.
650 4 $a Reading instruction. $3 2122756
650 4 $a Reading comprehension. $3 519378
650 4 $a Dyslexia. $3 529920
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650 4 $a Learning. $3 516521
650 4 $a Early childhood education. $3 518817
653 $a Decoding
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653 $a Multisensory instruction
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710 2 $a The William Paterson University of New Jersey. $b Literacy. $3 3186223
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793 $a English
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