Date of Award

5-1-2003

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Psychology

First Advisor

Dr. Lisa Kelly-Vance

Abstract

Phonemic awareness and its connection to the early reading abilities of children was the focus of the following study. Of particular interest was the relationship between early reading interventions and the subsequent reading performance between early reading interventions and the subsequent reading performance of preschool children. The study examined the effectiveness of a one-on-one phonemic awareness program with preschool children. The program consisted of individual phonemic awareness instruction sessions for fifteen minutes, three times per week, for six weeks. The children were individually monitored over the course of the six-week intervention using the Dynamic Indicators of Basic Literacy Skills (DIBELS) scale. The children were assessed weekly using probes from the Initial Sound Fluency subtest obtain a correct initial sounds per minute score. Results of the phonemic awareness program suggest that one-on-one instruction is an effective way to improve pre-reading skills in preschool children. Implications of the current study are discussed.

Comments

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 Specialist in Education (Ed.S.) University of Nebraska at Omaha. Copyright Jolene J. Johnson May, 2003

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