Date Approved

5-9-1997

Embargo Period

8-26-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Learning disabled children--Education; Reading (Primary); Second grade (Education)

Disciplines

Special Education and Teaching

Abstract

This study examined how phonemic awareness affects reading ability with at-risk students on the primary level. Subjects were from two second grade classes at an elementary school. Phonological activities were provided during 30 minute class periods 5 times each week for 10 weeks. Instruction centered on finding words that rhyme, words with same blends and words with vowel sounds. Subjects completed a pre- and post-test using the Yopp-Singer Test of Phoneme Segmentation. Findings suggest that both groups' scores increased on the post-testing. But the experimental group improved 76.4% greater than the control group.

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