Term

Spring 2017

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Trish Harvey

Secondary Advisor/Reader One

Jenna Held

Peer-Reviewer/Reader Two

Julian Stanke

Abstract

The research question addressed in this Capstone is: What impact does the PRESS intervention have on Kindergarteners with limited early literacy skills? Many students enter Kindergarten with limited literacy skills and are in need of learning the basic skills of reading before they can learn to read.The action research that was conducted involved seven students and an intervention focused on phoneme segmenting. The students were given a phoneme segmenting pre assessment before the ten day intervention. A post assessment was administered after each ten day intervention. The data revealed that after two, ten day interventions that 100 percent of the students were able to demonstrate mastery of the phoneme segmenting skill.

Research Methodology

Action Research

Included in

Education Commons

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