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The Use of Direct Instruction in Phonemic Awareness and Phonics to Improve Decoding Among Struggling First Grade Readers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Use of Direct Instruction in Phonemic Awareness and Phonics to Improve Decoding Among Struggling First Grade Readers./
作者:	Madlinger, Allison.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	69 p.
附註:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28546857
ISBN:	9798516944673

The Use of Direct Instruction in Phonemic Awareness and Phonics to Improve Decoding Among Struggling First Grade Readers.
Madlinger, Allison.

The Use of Direct Instruction in Phonemic Awareness and Phonics to Improve Decoding Among Struggling First Grade Readers. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 69 p.

Source: Masters Abstracts International, Volume: 83-01.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2021.

This item must not be sold to any third party vendors.

The purpose of this qualitative study was to determine how direct instruction in phonemic awareness and phonics impact decoding among struggling first grader readers. Phonemic awareness is vital in laying a foundation for reading. There are different skills that help a child decode an unknown word such as identifying and manipulating phonemes as well as segmenting and blending sounds. These skills are not natural for a struggling reader and must be taught directly.This study was conducted over the course of eight weeks in a naturalistic, first grade resource room setting. Two, male students participated based on their goals stated in their Individualized Education Plan. Data sources were utilized to record and analyze data in order to identify emerging patterns and themes. The data sources consisted of: professional journal, pre- and post-student surveys, ongoing teacher made assessments and pre and post DIBLES assessments in the areas of Letter Naming Fluency and Nonsense Word Fluency.Findings revealed that teaching phonemic awareness and phonics concurrently had a positive impact on struggling first grade reader's decoding of CVC words. When skills were taught together participants improved their ability to segment and blend a CVC word orally. Decoding strategies were also improved. Each participant made progress through tactile, kinesthetic, visual and auditory learning, highlighting the importance of multisensory instruction when teaching struggling readers. Repeated reading of decodable text increased the participants total amount of CVC words read correctly. Repetition of decodable text provided opportunities for participants to apply phonological skills and become more confident readers. Suggestions for further research and recommendations for teachers and administrators are included.

ISBN: 9798516944673Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Decoding

The Use of Direct Instruction in Phonemic Awareness and Phonics to Improve Decoding Among Struggling First Grade Readers.
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