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ERIC Number: ED547221
Record Type: Non-Journal
Publication Date: 2012
Pages: 80
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-7431-2
ISSN: N/A
An Evaluation of a Pilot Early Intervention Phonemic Awareness Program
Wilkowski, Theresa
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
This researcher evaluated the impact of an emergent literacy intervention program implemented in a suburban New York school district. The researcher examined archival data collected by the district during the 2010-2011 school year. The sample consisted of 171 general education kindergarten students from two of five elementary schools in this northern Westchester County school district. The district-wide literacy curriculum used a balanced literacy approach. The curriculum included reading, writing, and word study components. The ten-week intervention program was implemented in only one of the five elementary schools and focused on phonemic awareness skills, such as alliteration, rhyming, segmenting and blending phonemes. The district universally screened all kindergarten students three times a year using the AIMSweb Letter Naming Fluency (LNF) and Letter Sound Fluency (LSF) benchmark assessments. After the completion of the intervention program, LNF and LSF progress monitoring probes were administered to both groups. The students' scores were analyzed in order to assess the effectiveness of the targeted instruction in phonemic skills on the acquisition of letter identification and sound/symbol relationships. A further analysis of these skills was conducted based on gender and performance levels in the treatment group. The results of the study indicated that early intervention improved students' ability to identify letter names and sounds. The results of the study also suggested that the intervention program increased the achievement of girls compared to the boys in the intervention group. Last, the intervention program was effective in narrowing the achievement gap for these students since the number of students performing in the below average range for both outcome measures decreased substantially. [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: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York