The Impact of Explicit Phonemic Awareness Instruction on Instructional Reading Levels in Kindergarten

dc.contributor.advisorBrager, Gary
dc.contributor.advisorEnglish, Mashonah
dc.contributor.advisorBrennan, Sarah
dc.contributor.authorFowler, Amy
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-14T15:04:51Z
dc.date.available2019-05-14T15:04:51Z
dc.date.issued2019-05-14
dc.description.abstractThe purpose of this study was to examine the impact of explicit phonemic awareness instruction during small group instruction on kindergarten students’ instructional reading levels. The measurement tool used was Fountas and Pinnell’s (2017) Benchmark Assessment System and the treatment utilized “Phonemic Awareness: The Skills That They Need To Help Them Succeed!” by Michael Heggerty. A one-group pre/post design was used to determine the impact of six weeks of explicit phonemic awareness instruction in small group on instructional reading levels. Pre-to-post gains were statistically and practically significant in the areas of instructional reading level, overall accuracy and comprehension, and fluency.en_US
dc.format.extent29 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2edsx-xnah
dc.identifier.urihttp://hdl.handle.net/11603/13856
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work 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.subjectPhonemic awarenessen_US
dc.subjectKindergartenen_US
dc.subjectGuided readingen_US
dc.subjectPhonological awarenessen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Impact of Explicit Phonemic Awareness Instruction on Instructional Reading Levels in Kindergartenen_US
dc.typeTexten_US

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