Restricted Access Thesis
This classroom-based research study focuses on the English literacy skills of Karen-speaking adults who are non-literate or semi-literate in their first language. The study asks: Does explicit phonemic awareness and decoding instruction using whole-part-whole instruction in the context of the language experience approach help these learners make the connection between letters and sounds in English to improve their ability to detect word-initial phonemes? At the beginning of each week of the six weeks of instruction, the students described a picture, and the words that they provided were the basis of the weekly phonemic awareness activities. Data was collected using student interviews, a pre- and post-phonemic awareness test and a teaching journal. The results showed that there was an increase in students' ability to detect word-initial phonemes after six weeks of explicit instruction.
Hokeness, Andrea P, "Improving phonemic awareness using whole-part-whole reading instruction and the language experience approach with semi-literate and non-literate Karen-speaking adults" (2010). School of Education Student Capstones and Dissertations. 421.