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dc.contributor.authorDobry, Katherine
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-19T20:12:04Z
dc.date.available2016-02-19T20:12:04Z
dc.date.issued2014-07
dc.description.abstractThe purpose of this study was to determine whether daily small group intervention in the area of phonics would positively impact achievement of selected Kindergarten students enrolled in the class. The measurement tool used was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark assessment. This study involved the use of a pre-test/post-test design to compare data from January 2013 (before the intervention was administered) to May 2014 (after the intervention was completed). Achievement gains were significant, though results could be attributable to a number of intervening factors. Research in the area of small group instruction should continue given the connection between early phonics intervention and future reading achievement.en_US
dc.format.extentp. 30en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2KT6G
dc.identifier.urihttp://hdl.handle.net/11603/2269
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading -- Phonetic method -- Research
dc.subject.lcshReading (Kindergarten) -- Research
dc.subject.lcshSmall groups -- Research
dc.titleThe Effects of Small Group Phonics Intervention on Low Achieving Kindergarten Studentsen_US
dc.typeTexten_US


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