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Effects of an iPad-Supported Phonics Intervention on Identifying and Generalizing Consonant Blends

By Caitlin Kendrick

Abstract

Phonemic awareness is the ability to hear and manipulate the individual sound within words and is a crucial predicator of reading skills. Students with reading and writing difficulties often struggle with phonemic awareness tasks. Technology contributes to early literacy skills through providing means of communication, phonemic awareness instruction and comprehension skills. This study is an extension upon a previous study that evaluated the effectiveness of an iPad supported phonics intervention on identifying and generalization of consonant blends. A multi-element single case research design was used to address the following two research questions: 1) Is there a functional relation between the iPad intervention and the participant’s ability to identify consonant blends within words? 2) Is there a functional relation between the iPad intervention and participant’s ability to generalize the consonant blends to match same-sounding blends in words? One third grade participant received instruction over three sets of consonant blends during intervention. Results indicated an increase in correct responses for identifying blends in words, however did not show a stable or consistent change in correct responses for generalizing consonant blends. Further research could evaluate the effectiveness of the iPad on other phonemic awareness tasks and different age groups of students, context and settings. Advisors: Michael Hebert and John Maa

Topics: consonant, blends, iPad, technology, Special Education and Teaching
Publisher: DigitalCommons@University of Nebraska - Lincoln
Year: 2018
OAI identifier: oai:digitalcommons.unl.edu:cehsdiss-1315

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