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Phonological awareness instruction: ...

Daniel, Melinda J.

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Phonological awareness instruction: Opinions and practices of educators and speech-language pathologists in West Virginia.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Phonological awareness instruction: Opinions and practices of educators and speech-language pathologists in West Virginia./
Author:	Daniel, Melinda J.
Description:	112 p.
Notes:	Adviser: Mary E. Reynolds.
Contained By:	Masters Abstracts International44-05.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1434482
ISBN:	9780542662836

Phonological awareness instruction: Opinions and practices of educators and speech-language pathologists in West Virginia.
Daniel, Melinda J.

Phonological awareness instruction: Opinions and practices of educators and speech-language pathologists in West Virginia. - 112 p.

Adviser: Mary E. Reynolds.

Thesis (M.S.)--Marshall University, 2006.

Research has shown phonological awareness to be a strong predictor of literacy. To support literacy development, a phonological awareness project was piloted in several West Virginia schools in 2001. This study compared WV educators based on employment setting (schools participating and those not participating in the phonological awareness project) and professional category (classroom teacher, reading specialist, speech-language pathologist) on answers to survey questions related to phonological awareness. Results showed no significant relationships between employment setting and responses. However, reading specialists reported spending more minutes per week providing phonological awareness instruction to children at risk for reading difficulty than did speech-language pathologists. Of concern was that over half of the responding speech-language pathologists reported no involvement in phonological awareness instruction in the regular curriculum, and over one-quarter reported that they did not provide phonological awareness instruction to children on their caseloads, who may be at risk for reading failure.

ISBN: 9780542662836Subjects--Topical Terms:

1017530
Education, Early Childhood.

Phonological awareness instruction: Opinions and practices of educators and speech-language pathologists in West Virginia.
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245 1 0 $a Phonological awareness instruction: Opinions and practices of educators and speech-language pathologists in West Virginia.
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500 $a Source: Masters Abstracts International, Volume: 44-05, page: 2303.
502 $a Thesis (M.S.)--Marshall University, 2006.
520 $a Research has shown phonological awareness to be a strong predictor of literacy. To support literacy development, a phonological awareness project was piloted in several West Virginia schools in 2001. This study compared WV educators based on employment setting (schools participating and those not participating in the phonological awareness project) and professional category (classroom teacher, reading specialist, speech-language pathologist) on answers to survey questions related to phonological awareness. Results showed no significant relationships between employment setting and responses. However, reading specialists reported spending more minutes per week providing phonological awareness instruction to children at risk for reading difficulty than did speech-language pathologists. Of concern was that over half of the responding speech-language pathologists reported no involvement in phonological awareness instruction in the regular curriculum, and over one-quarter reported that they did not provide phonological awareness instruction to children on their caseloads, who may be at risk for reading failure.
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