Date of Award
Master of Arts
Speech, Language and Hearing Sciences
Dr. Ann A. Tyler
Dr. Janice Bedrosian
Dr. Regena Fails Nelson
phonological awakeness, instruction, preschool, whole-classroom, early literacy
Masters Thesis-Open Access
The purpose of the current study was to investigate the impact of explicit, concentrated, teacher-implemented phonological awareness instruction for ―at risk‖ 4- year-olds. Early childhood educators were trained to implement a 10-week program delivered for 20-minute sessions, four times a week, in their classrooms. The program focused on phonological awareness beginning at the level of letter-sound knowledge and advancing to blending and segmenting constituent phonemes in words. Pre- to post-treatment comparisons of phonological awareness and letter knowledge skills indicated that children in the experimental group made significant gains in comparison to the control group in phoneme blending and letter knowledge. Children in both groups showed pre- to post-treatment gains on the majority of measures, but these tended to be more marked for the experimental group. Limitations of the study, implications for clinical practice and future research are discussed.
Osterhouse, "Explicit Teacher-Implemented Phoneme Awareness Instruction: Preschool Effects" (2013). Master's Theses. 160.