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Comparing two methods of teaching ph...

Thomas-Tate, Shurita Robette.

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Comparing two methods of teaching phonological awareness to low-income African-American first-graders.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Comparing two methods of teaching phonological awareness to low-income African-American first-graders./
作者:	Thomas-Tate, Shurita Robette.
面頁冊數:	147 p.
附註:	Adviser: Jan Edwards.
Contained By:	Dissertation Abstracts International63-01B.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3039532
ISBN:	0493528067

Comparing two methods of teaching phonological awareness to low-income African-American first-graders.
Thomas-Tate, Shurita Robette.

Comparing two methods of teaching phonological awareness to low-income African-American first-graders. - 147 p.

Adviser: Jan Edwards.

Thesis (Ph.D.)--The Ohio State University, 2002.

Poor reading performance among low-income African American children is a long-standing problem. In response to poor performance on recently instituted reading proficiency tests, many school districts with low-income students have revised their reading curriculum with a greater emphasis on skill-based programs. However, there has been little empirical research that directly compares skill-based instructions (direct instruction of discrete skills) and literature-based instruction (skills taught in the context of meaningful text experiences) with low-income African American students.

ISBN: 0493528067Subjects--Topical Terms:

1017790
Education, Reading.

Comparing two methods of teaching phonological awareness to low-income African-American first-graders.
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520 $a Poor reading performance among low-income African American children is a long-standing problem. In response to poor performance on recently instituted reading proficiency tests, many school districts with low-income students have revised their reading curriculum with a greater emphasis on skill-based programs. However, there has been little empirical research that directly compares skill-based instructions (direct instruction of discrete skills) and literature-based instruction (skills taught in the context of meaningful text experiences) with low-income African American students.
520 $a This study compares these two methods of training phonological awareness to low-income African American students. Phonological awareness, the ability to segment spoken words, is the single best predictor of reading proficiency. A number of research studies have shown that phonological awareness skills can be taught, and that improved phonological awareness results in improved reading proficiency.
520 $a Three major questions were addressed in this study. The first question asks whether both methods are effect in increasing phonological awareness skills? The second question asks whether students trained in one method benefit more than students trained in the other method. The third question asks which factors best predict decoding ability.
520 $a Three groups of low-income African American students were trained: a skill-based group, a literature-based group and a control group. Students were seen in small groups for 10 to 15 minutes for 11 weeks. Pre- and post-treatment results suggest that both methods were effective in improving phonological awareness skills. However, the skill-based group demonstrated a slight advantage, with slightly higher scores in decoding and spelling. In a regression analysis, developmental spelling and elision (a phonological awareness task) were the best predictors of decoding.
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