東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Kindergarten linguistic awareness in...

Zoski, Jennifer Lynn.

FindBook

Google Book

Amazon

博客來

Kindergarten linguistic awareness intervention: The effects of phonological, morphological, and orthographic instruction on early literacy outcomes in at-risk students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Kindergarten linguistic awareness intervention: The effects of phonological, morphological, and orthographic instruction on early literacy outcomes in at-risk students./
作者:	Zoski, Jennifer Lynn.
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704050
ISBN:	9781321762037

Kindergarten linguistic awareness intervention: The effects of phonological, morphological, and orthographic instruction on early literacy outcomes in at-risk students.
Zoski, Jennifer Lynn.

Kindergarten linguistic awareness intervention: The effects of phonological, morphological, and orthographic instruction on early literacy outcomes in at-risk students. - 145 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2015.

The primary purpose of this study was to determine if a three-pronged linguistic awareness intervention (i.e., phonological awareness [PA], letter knowledge [LK], & morphological awareness [MA]) was more effective than the commonly implemented two-pronged intervention (i.e., PA & LK) at increasing the early literacy skills of kindergarten students at risk for reading difficulties. The study also investigated the effectiveness of an intervention targeting morphological awareness alone as compared to the two other interventions. Seventeen kindergarten students at risk for reading difficulties completed a pretest and posttest battery that assessed PA, MA, word reading, and morphological spelling and participated in a six-week small group therapy program, for a total of 12 intervention hours. Three groups of five to six students received therapy in one of the following: PA and LK; MA; or a three-pronged linguistic awareness program.

ISBN: 9781321762037Subjects--Topical Terms:

2122756
Reading instruction.

Kindergarten linguistic awareness intervention: The effects of phonological, morphological, and orthographic instruction on early literacy outcomes in at-risk students.
LDR:03937nmm a2200325 4500 001 2078465
005 20161122122610.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321762037
035 $a (MiAaPQ)AAI3704050
035 $a AAI3704050
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zoski, Jennifer Lynn. $3 3194051
245 1 0 $a Kindergarten linguistic awareness intervention: The effects of phonological, morphological, and orthographic instruction on early literacy outcomes in at-risk students.
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Karen Erickson.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2015.
520 $a The primary purpose of this study was to determine if a three-pronged linguistic awareness intervention (i.e., phonological awareness [PA], letter knowledge [LK], & morphological awareness [MA]) was more effective than the commonly implemented two-pronged intervention (i.e., PA & LK) at increasing the early literacy skills of kindergarten students at risk for reading difficulties. The study also investigated the effectiveness of an intervention targeting morphological awareness alone as compared to the two other interventions. Seventeen kindergarten students at risk for reading difficulties completed a pretest and posttest battery that assessed PA, MA, word reading, and morphological spelling and participated in a six-week small group therapy program, for a total of 12 intervention hours. Three groups of five to six students received therapy in one of the following: PA and LK; MA; or a three-pronged linguistic awareness program.
520 $a Analyses revealed no significant differences for student literacy outcomes based on the type of linguistic awareness intervention they received; however, such an effect might not have been possible to detect due to reduced statistical power. Students in all intervention groups made large pretest to posttest gains in word reading (d = 1.79 to 2.19). Students who received the PA/LK and the three-pronged interventions made large gains in PA ( d = 1.55 to 1.59). Students who received the PA/LK and MA interventions made large gains in MA (d = 1.46 to 3.96), with the largest effect for the MA group. Finally, large and significant student gains for morphological spelling (d = 1.33 to 3.0) were found for students receiving both the MA and three-pronged interventions.
520 $a Additional analyses revealed no significant pretest or gain differences between native Spanish-speaking English language learners (ELLs; n = 10) and native English-speaking students (n = 7) in the full sample, suggesting that ELLs and native English-speaking kindergartners with low early literacy skills at pretest benefited similarly from the varied forms of linguistic awareness intervention. Although there were no significant differences in student engagement in instructional activities among groups, when students from the three groups were considered together, the observed level of student engagement significantly predicted gains in morphological spelling, explaining 26.7% of the variance in this outcome.
520 $a Additional larger scale research is required to further investigate the differential impact of intervention targeting multiple linguistic areas before conclusive recommendations can be made. However, the results of this study provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including ELLs, in response to intervention (RTI) programs.
590 $a School code: 0153.
650 4 $a Reading instruction. $3 2122756
650 4 $a Education. $3 516579
650 4 $a Special education. $3 516693
690 $a 0535
690 $a 0515
690 $a 0529
710 2 $a The University of North Carolina at Chapel Hill. $b Speech and Hearing Sciences. $3 3180640
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0153
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704050