Date of Award


Document Type


Degree Name

Specialist in Education (Ed.S.)




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.


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