NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED520348
Record Type: Non-Journal
Publication Date: 2010
Pages: 306
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-7131-6
ISSN: N/A
Parent Interventionists in Phonodialogic Emergent Reading with Preschool Children
Gear, Sabra B.
ProQuest LLC, Ph.D. Dissertation, Old Dominion University
The purpose of this study was to examine an activity-based intervention, dialogic reading with embedded explicit phonological awareness strategies, applied as a preventive approach by parents in their home settings located within a culturally and ethnically diverse urban region. This study investigated the effects of training parents to employ a phonodialogic activity-based emergent reading intervention protocol to increase the phonological awareness skills of their 4- and 5-year old children. Helping young children learn phonological awareness skills are vitally important to the development of early reading (Anthony & Lonigan, 2004; Ziolkowski & Goldstein, 2008). This investigation provided an empirical examination of a critical area which has received little experimentation. Though there is ample empirical evidence on the contribution of phonological awareness to children's reading skills, there is virtually no research on the contribution of phonological awareness instruction on the early reading development of young children when it is embedded within the context of a dialogic reading activity with parents as interventionists. Accordingly, the theoretical underpinnings of this study, specifically phonological awareness, activity-based intervention, and dialogic reading are discussed in the literature review section. This dissertation describes methodology and the results of testing the hypothesis that parental phonodialogic reading strategies will have an observable positive treatment effect on preschool children's phonological awareness skills when baseline, intervention, and maintenance conditions are compared. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A