Date of Award
3-16-2005
Document Type
Thesis
Degree Name
Specialist in Education (Ed.S.)
Department
Psychology
Abstract
The study examined the effects on reading skills of phonological awareness and analogy-based interventions that were provided in a community setting. Children were assigned randomly to one of the two conditions. In the phonological awareness condition, children were taught to connect the sounds of speech with alphabet letters. In the analogy-based condition, children were taught to use familiar words to decode unfamiliar words. The results revealed significant overall improvement on three measures of reading skills. However, this improvement did not depend on whether the children received the analogy-based or phonological awareness intervention. The implications of this research for developing effective reading interventions in collaboration with community organizations are discussed.
Recommended Citation
Bell, Kimberly H., "The Implementation of Reading Interventions in a Community Setting" (2005). Student Work. 2363.
https://digitalcommons.unomaha.edu/studentwork/2363
Comments
An Ed.S. Field Project Presented to the Department of School Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Educational Specialist University of Nebraska at Omaha. Copyright Kimberly H. Bell March 16, 2005