Effective activities that enhance phonological awareness in a take home literacy program
This capstone investigates the importance of the development of phonological awareness as a prereading skill in early readers. The specific research question is: What effective activities support engaging, meaningful parent involvement regarding the development of phonological awareness in a home literacy setting? Key influences included peers, family, educators, colleagues, and general interest in developing literate students. A qualitative research approach was used throughout the investigation. The research entailed the development of 30 various phonological awareness reading games that were aligned with children's literature. Each game specifically focused on three prereading skills: alphabetic knowledge, rhyming and alliteration. The research was conducted in a kindergarten classroom. The author used a case study method to gather parent reflections regarding each phonological awareness game and book. Teachers, parents and students were surveyed about their knowledge and practices regarding the development of literacy. Specific assessments that were used were Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Marie Clay's Observational Survey. At the conclusion of the research, students made gains in their phonological awareness skills, specifically in letter and sound identification. Parents were very positive about the time they spent with their child reading books and playing learning games.
Wold, Heidi M., "Effective activities that enhance phonological awareness in a take home literacy program" (2006). School of Education Student Capstones and Dissertations. 1817.
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