ERIC Number: EJ1063710
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 43
Word Boxes Improve Phonemic Awareness, Letter-Sound Correspondences, and Spelling Skills of At-Risk Kindergartners
Keesey, Susan; Konrad, Moira; Joseph, Laurice M.
Remedial and Special Education, v36 n3 p167-180 May-Jun 2015
Early literacy skills are critical for success in school, yet many children fail to obtain these skills in a timely manner leaving them unable to perform at minimal academic expectations. The purpose of this study was to examine the effects of word box instruction, a research-based intervention designed to promote phonemic awareness, on the phonological, reading, and spelling skills of three kindergartners. A multiple probe design across the three skills was sequentially replicated across students to determine the effectiveness of the intervention. Results demonstrated a functional relation between the word box instruction and increases in all three students' segmenting skills and letter-sound correspondences, along with demonstrated improvements in spelling and reading.
Descriptors: Phonemic Awareness, Reading Instruction, Emergent Literacy, At Risk Students, Kindergarten, Spelling, Phoneme Grapheme Correspondence, Teaching Methods, Intervention, Phonology, Reading Skills, Word Lists, Student Attitudes, Observation, Instructional Effectiveness, Maintenance, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test