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The Letter Name/Sound Knowledge, Decoding, Encoding of ELLs in Kindergarten by Differentiating Phonics Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Letter Name/Sound Knowledge, Decoding, Encoding of ELLs in Kindergarten by Differentiating Phonics Instruction./
Author:	Thompson, Christina.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	65 p.
Notes:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28549050
ISBN:	9798534664324

The Letter Name/Sound Knowledge, Decoding, Encoding of ELLs in Kindergarten by Differentiating Phonics Instruction.
Thompson, Christina.

The Letter Name/Sound Knowledge, Decoding, Encoding of ELLs in Kindergarten by Differentiating Phonics Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 65 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 study was to determine how differentiating phonics instruction impacted the letter name and sound knowledge, decoding, and encoding of ELLs in kindergarten. For a lot of students, this is the first time they are being exposed to instruction in phonics. Therefore, it may take a longer time for the students to acquire this knowledge. Furthermore, it may result in it being harder for the student to retain and recall phonics skills. Strong phonics instruction will allow students to become more proficient in decoding and encoding skills. This will be very beneficial for English Language Learners. After analyzing various theories and research, it was determined that differentiated phonics instruction can impact the letter name and sound knowledge. Based on this conclusion, four kindergarten students were selected to participate in this study. Students were not aware they were selected for this study. Over the course of eight weeks, data was collected through classroom observations, field journal notes, student work samples, and pre-assessment/mid-assessment/post assessment. The data collected shows that differentiated phonics instruction can improve their letter name and sound knowledge, decoding, and encoding. These were most successful when repetition and multisensory strategies were in used instruction. Suggestions for future research and recommendations for teachers are included.

ISBN: 9798534664324Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Letter name and sound knowledge

The Letter Name/Sound Knowledge, Decoding, Encoding of ELLs in Kindergarten by Differentiating Phonics Instruction.
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300 $a 65 p.
500 $a Source: Masters Abstracts International, Volume: 83-01.
500 $a Advisor: Gonzalez, Michelle.
502 $a Thesis (M.Ed.)--The William Paterson University of New Jersey, 2021.
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520 $a The purpose of this study was to determine how differentiating phonics instruction impacted the letter name and sound knowledge, decoding, and encoding of ELLs in kindergarten. For a lot of students, this is the first time they are being exposed to instruction in phonics. Therefore, it may take a longer time for the students to acquire this knowledge. Furthermore, it may result in it being harder for the student to retain and recall phonics skills. Strong phonics instruction will allow students to become more proficient in decoding and encoding skills. This will be very beneficial for English Language Learners. After analyzing various theories and research, it was determined that differentiated phonics instruction can impact the letter name and sound knowledge. Based on this conclusion, four kindergarten students were selected to participate in this study. Students were not aware they were selected for this study. Over the course of eight weeks, data was collected through classroom observations, field journal notes, student work samples, and pre-assessment/mid-assessment/post assessment. The data collected shows that differentiated phonics instruction can improve their letter name and sound knowledge, decoding, and encoding. These were most successful when repetition and multisensory strategies were in used instruction. Suggestions for future research and recommendations for teachers are included.
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