An exploratory study: phonological awareness instruction in early reading first classrooms

Term

2008

Capstone

Thesis

Degree Name

MAEd

Abstract

The research question addressed in this project was, what pre-reading strategies have Early Reading First preschool programs implemented to promote phonological awareness for children who are at risk for later reading difficulties? This capstone documents the research process and results of surveys, interviews and classroom observations. It includes research describing the efficacy of implementing early reading strategies, and specific strategies experts find effective for preschool children, with emphases on English language learners and children who are living in low-income situations. Through a detailed narrative based on review of literature and the data collected, the researcher concludes that: 1) phonological awareness instruction should be included in pre-school curricula, taught explicitly and embedded in the daily classroom schedule 2) phonological awareness is promoted through repetition, with fun and meaningful activities 3) phonological awareness is effectively taught through small group explicit instruction 4) phonological awareness instructional time may correlate to improved student outcomes.

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