Date of Award


Document Type


Degree Name

Specialist in Education (Ed.S.)



First Advisor

Dr. Lisa Kelly-Vance


The purpose of this study was to determine whether directly teaching phonemic awareness (PA) to at risk children enrolled in a preschool program increases their phonemic awareness skills. This research also looked at differences in the children's skill level on PA tasks when they had instructions for 15 minutes three times a week or 30 minutes three times a week. The participants were 14 children enrolled in preschool who were eligible to enter kindergarten in the 2003-2004 school year. PA skills were measured weekly with the Onset Recognition Fluency subtest of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The curriculum book used was Teaching Phonemic Awareness to Young Children. Visual analysis, individual effect size and percent of non-overlapping data (PND) revealed that the children who received 30 minutes of group instruction performed better than those who received 15 minutes of instruction. Results also revealed that the children who received instruction, regardless of the amount of time spent on instruction, performed better than those in the control group.


An Ed.S. Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Education Specialist University of Nebraska at Omaha. Copyright Kelly R. Branecki May, 2003

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