ERIC Number: ED577034
Record Type: Non-Journal
Publication Date: 2017-Aug
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Intervention
Olszewski, Arnold; Soto, Xigrid; Goldstein, Howard
Grantee Submission, American Journal of Speech-Language Pathology v26 n3 p769-790 Aug 2017
Purpose: This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small group phonological awareness intervention for preschoolers. Method: Two experiments were conducted using multiple baseline designs across children and behaviors. Letter name and sound identification and performance on a phonological awareness fluency measure served as the primary outcome variables. Six children completed Experiment 1. A progressive time delay was added to instructive feedback to elicit a response from the 9 children in the second experiment. Results: In the first experiment, 6 children demonstrated gains on phonological awareness but not alphabet knowledge. With the addition of progressive time delay in the second experiment, all 9 children demonstrated gains on letter name and sound identification as well as phonological awareness skills. Conclusions: Progressive time delay to prompt children's responses appears to bolster the effects of instructive feedback as an efficient strategy for modeling alphabet skills within a broader early literacy curriculum. Modeling alphabet skills did not detract from, and may have enhanced, phonological awareness instruction for preschoolers. [This article was published in "American Journal of Speech-Language Pathology."]
Descriptors: Teaching Methods, Feedback (Response), Phonological Awareness, Preschool Children, Preschool Education, Alphabets, Knowledge Level, Time, Experiments, Intervention, Small Group Instruction, Elementary School Students, Emergent Literacy, Reading Fluency, Reading Tests, Language Tests, Pretests Posttests, Scores, Effect Size, Check Lists, Observation
Publication Type: Reports - Research; Journal Articles
Education Level: Preschool Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Clinical Evaluation of Language Fundamentals
IES Funded: Yes
Grant or Contract Numbers: R324C080011