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ERIC Number: ED459449
Record Type: Non-Journal
Publication Date: 2001-Dec
Pages: 54
Abstractor: N/A
A Balanced Literacy Approach Incorporating Phonological Awareness in Kindergarten.
Hawley, Melissa A.
Acquiring literacy is one of the most important elements in building a foundation for success in education and life. This study describes a program that was implemented from January through May, 2001, for improvement in phonological awareness, alphabetic awareness and reading readiness skills through explicit instruction of phonemic awareness with at-risk kindergarten students. The targeted population consisted of 12 kindergarten students, 8 males and 4 females, from working class and low-income families located in eastern Iowa. This study implemented phonological awareness with students who had been identified as low in phonological/phonemic awareness. The lack of alphabetic awareness, print awareness, and phonological awareness was documented through entrance screenings and assessments revealing students' phonological ability. Analysis of probable cause indicated that incoming students lacked exposure to print as well as the readiness skills necessary for formal reading instruction. Analysis of language arts surveys reflected a lack in reading readiness, alphabetic awareness, concepts of print, and decoding skills. Review of the curriculum content reflected an over-emphasis on large group instruction and a lack of phonological/phonemic awareness skills. A review of the solution strategies suggested through literature reviews, combined with the problem, resulted in the selection and identification of two categories for intervention: implementation of explicit phonological/phonemic instruction and literacy acquisition through the instructional focus of reading strategies and skills. These reading interventions were delivered over a 15-week period, in small groups of 5-6 children. Post intervention data indicated and increase in students' phonemic awareness and literary abilities. The data showed increased understanding of reading and comprehension strategies. (Contains 66 references and 8 figures of data. Survey instruments are attached.) (RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A