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
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.
Recommended Citation
Layne, Denise D., "How does phonemic awareness affect reading ability with at-risk students on the primary level" (1997). Theses and Dissertations. 2081.
https://rdw.rowan.edu/etd/2081
