The phonological awareness and letter fluency intervention
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The Ohio State University / OhioLINK
2003
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1407505015 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu14075050152021-08-03T06:26:57Z The phonological awareness and letter fluency intervention Reyna-Rosser, Elizabeth A. Education Early literacy skills are essential to children’s ability to read successfully, and enhance their performance in both school and life. Many children, particularly those from low-income environments, begin school at-risk because they do not possess the early literacy skills necessary for academic success. The purpose of this study was to evaluate the effectiveness of a supplemental reading program by using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as the monitoring tool. This study attempted to provide kindergarten student’s identified as the bottom 20% of students with a supplemental reading program, using direct instruction in phonemic awareness to enhance performance on the DIBELS measure of early literacy skills.Participants were three African American children and one Caucasian child attending an urban public school located in a low-income neighborhood in Central Ohio. Two girls and two boys made up the sample. Participants were stratified by gender and randomly assigned to one of the two groups.Baseline data and progress of early literacy skills were assessed and monitored using The Dynamic Indicators of Basic Early Literacy Skills-6th Edition (DIBELS) developed by Good and Kaminski (2001). Two of these measures were appropriate for the kindergarten population used in this study. These subtests were the DIBELS Initial Sound Fluency (ISF) and DIBELS Letter Naming Fluency (LNF). The DIBELS (ISF) and (LNF) Benchmark K-1 was administrated three times on different days to establish baseline. A multiple baseline design was implemented.A 30 minute intervention was implemented twice a week in-groups of two by the School Psychology masters student. The intervention was a combination design from techniques of both the Optimize Intervention Program and Stevenson Language System. Students were then administered the DIBELS (ISF) and (LNF) Benchmark K-1 to monitor students progress. The four subjects who received the supplemental reading intervention demonstrated improvement on individual performance on both the DIBELS Initial Sound Fluency (ISF) and Letter Naming Fluency measures. 2003 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1407505015 http://rave.ohiolink.edu/etdc/view?acc_num=osu1407505015 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Education |
| spellingShingle |
Education Reyna-Rosser, Elizabeth A. The phonological awareness and letter fluency intervention |
| author |
Reyna-Rosser, Elizabeth A. |
| author_facet |
Reyna-Rosser, Elizabeth A. |
| author_sort |
Reyna-Rosser, Elizabeth A. |
| title |
The phonological awareness and letter fluency intervention |
| title_short |
The phonological awareness and letter fluency intervention |
| title_full |
The phonological awareness and letter fluency intervention |
| title_fullStr |
The phonological awareness and letter fluency intervention |
| title_full_unstemmed |
The phonological awareness and letter fluency intervention |
| title_sort |
phonological awareness and letter fluency intervention |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2003 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1407505015 |
| work_keys_str_mv |
AT reynarosserelizabetha thephonologicalawarenessandletterfluencyintervention AT reynarosserelizabetha phonologicalawarenessandletterfluencyintervention |
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