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Basic word reading intervention: Eff...

Swagler, Emily Claire.

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Basic word reading intervention: Effects of phonemic awareness and phonics instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Basic word reading intervention: Effects of phonemic awareness and phonics instruction./
Author:	Swagler, Emily Claire.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	62 p.
Notes:	Source: Masters Abstracts International, Volume: 56-01.
Contained By:	Masters Abstracts International56-01(E).
Subject:	Cognitive psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10146912
ISBN:	9781369022100

Basic word reading intervention: Effects of phonemic awareness and phonics instruction.
Swagler, Emily Claire.

Basic word reading intervention: Effects of phonemic awareness and phonics instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 62 p.

Source: Masters Abstracts International, Volume: 56-01.

Thesis (M.A.)--Middle Tennessee State University, 2016.

This study used a single-subject design to measure the effectiveness of a basic word reading intervention that combined direct instruction of phonemic awareness and phonics skills. It was hypothesized that positive effects would be seen in phonemic awareness, phonics, and word reading efficiency. Positive effects were seen on the following curriculum-based measures: (a) Phoneme Segmentation Fluency, g index = +1.67, PND = 0.91; (b) Nonsense Word Fluency, g index = +1.33, PND = 0.73; (c) Word Identification Fluency, g index = +1.00, PND = 0.73.

ISBN: 9781369022100Subjects--Topical Terms:

523881
Cognitive psychology.

Basic word reading intervention: Effects of phonemic awareness and phonics instruction.
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100 1 $a Swagler, Emily Claire. $3 3289155
245 1 0 $a Basic word reading intervention: Effects of phonemic awareness and phonics instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 62 p.
500 $a Source: Masters Abstracts International, Volume: 56-01.
500 $a Adviser: Aimee Holt.
502 $a Thesis (M.A.)--Middle Tennessee State University, 2016.
520 $a This study used a single-subject design to measure the effectiveness of a basic word reading intervention that combined direct instruction of phonemic awareness and phonics skills. It was hypothesized that positive effects would be seen in phonemic awareness, phonics, and word reading efficiency. Positive effects were seen on the following curriculum-based measures: (a) Phoneme Segmentation Fluency, g index = +1.67, PND = 0.91; (b) Nonsense Word Fluency, g index = +1.33, PND = 0.73; (c) Word Identification Fluency, g index = +1.00, PND = 0.73.
590 $a School code: 0170.
650 4 $a Cognitive psychology. $3 523881
650 4 $a Reading instruction. $3 2122756
650 4 $a Linguistics. $3 524476
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690 $a 0535
690 $a 0290
710 2 $a Middle Tennessee State University. $b Psychology. $3 2099144
773 0 $t Masters Abstracts International $g 56-01(E).
790 $a 0170
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792 $a 2016
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10146912