Using Computers to Develop Phonemic Awareness in the Early Primary Classroom

The aim of this project is to determine whether a computer application can be used to develop phonemic awareness in the early primary classroom, which is a key component of phonics. This thesis explores the evolution of the strategy for teaching literacy in the UK which shows phonics to be a key component of that strategy. However, government reports which inform the direction of the literacy strategy call for more empirical study in all areas of literacy teaching; this thesis documents such an empirical study. This research project creates a phonics based computer application designed specifically for young children aged 5 to 6 years (year 1 in UK primary schools). The timing and level of content presented by the computer application activities are grounded in appropriate academic theory. A significant component of the work is the development of interface design guidelines for children’s applications. These guidelines are then used to inform the development of the phonics-based computer application. A Randomised Controlled Trial (RCT) is designed to determine the application’s effectiveness in developing the phonemic awareness skills of young children in a classroom setting. In order to control experimental bias resulting from problems with the usability of the computer interface, the usability of the application’s interface is evaluated in the classroom by year 1 children before the application is used in a pragmatic RCT. The results of the final usability evaluation found no usability issues and the application was wholly intuitive to the children in the evaluation groups. The results from the RCT (N=266) show no statistically significant improvement in the learning rate of phonemic awareness by the intervention group using the computer program compared to the traditional teacher-delivered paper-based method used with the control group, even though the computer program was designed carefully for this age range. The results did suggest however, that the intervention group developed at the same rate as the control group which implies that the computer program could be used to support teachers by reducing the amount of resource-intensive phonics tuition required by children in this age range

Analysis of auditory functions in grades one, two, and three.

Thesis (Ed.M.)--Boston Universit

An Investigation into the Practical Applications of Psycholinguistic Theory

The purpose of this study was to explore the practical applications of psycholinguistic theory. Meaning-emphasis programs are not widely used in schools and are difficult to quantify. A case study format was designed to examine the effectiveness of this approach through in-depth observation. Data was compiled in the form of anecdotal records and student notebooks. Diagnostic tests developed by Clay (1979b ) were also used as measures of growth. Materials and procedures were described in terms of their psycholinguistic focus. The student was successful in the program and used meaning as the preferred strategy for word attack. Writing and oral expressive language also improved during the course of this study. Research with larger populations is needed to validate the effectiveness of applications of psycholinguistics to the reading process

Effects of Encoding Practice on Alphabet, Phonemic Awareness, and Spelling Skills of Students with Developmental Delays

Reading instruction has historically been deemphasized for students in special education, and the limited research on this topic reveals that sight word vocabulary is most commonly taught in special education classrooms (Browder, Wakeman, Spooner, Ahlgrim-Delzell, Algozzine, 2006). However, successful reading instruction must target the five essential components: vocabulary, fluency, comprehension, phonics, and phonemic awareness (National Reading Panel, 2000). The extremely small body of research attempting to teach phonics and phonemic awareness to students with mild to severe disabilities approaches instruction from a decoding framework with mixed success (Browder et al., 2006). Alternatively, this study aims to teach from an encoding framework. Encoding is the process of converting speech sounds to print by applying the alphabetic code (Herron, 2008). Students are actively engaged in the process relying on their current level of knowledge to construct words. Any attempt is viewed as a success that can be gradually improved by feedback and increased phonological and phonemic awareness. This study investigated whether encoding practice embedded in a narrative context would improve participants’ developmental spelling patterns across intervention sessions, and whether scores on measures of phonological awareness, alphabetic knowledge, print knowledge, language abilities, and spelling would improve following the 18 intervention sessions. Prior to any intervention, participants completed multiple baseline probes attempting to spell three lists of target words that were randomly selected from the words that would be targeted during intervention. Immediately before intervention sessions, participants attempted to spell five target words independently. During intervention sessions, the same five words were practiced in a narrative context with scaffolding and feedback (i.e., examiner and Phonic Faces). Participants again attempted to spell the same five target words independently immediately following the intervention session. On average, participants’ spelling attempts improved following intervention sessions. One participant made expected positive changes in encoding abilities from baseline to intervention, while the other participants made inconsistent progress. From pretest to posttest, participants made clinically significant gains on standardized measures of phonological awareness, vocabulary, and language measures. Findings of the study suggest that students with developmental disabilities have the potential to learn early reading skills when given direct instruction and practice

The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children

Bibliography: pages 299-316.Professional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears

The effect of exercises for strengthening auditory, visual and kinesthetic imagery on spelling ability in the lower intermediate grades

Thesis (Ed.M.)--Boston Universit

Approaches to reading for the mentally retarded

The problem of providing for the specific reading needs of the mentally retarded is a challenge to the special teacher. The reading program for these children has to include the whole area of language arts in developing a reading program it must be kept in mind that the material presented be within the realm of their speaking vocabulary, interest and retention levels. It is the intent of the writer to present some reading approaches applicable to the mentally retarded. Among these approaches are: Phonics, Language Experience, Basal Reader, Initial Teaching Alphabet, Programmed Instruction, Teaching Machines, Audio-visual and Individualized

Parental Attitudes Toward Using Inventive Spelling with Kindergarten Age Children

Across the United States millions of children are reciting spelling lists, participating in Spelling Bees, and taking spelling tests. In fact, a significant portion of an elementary child\u27s school day is devoted to learning to spell words traditionally or correctly. With such an emphasis being placed on spelling, it is logical to assume spelling traditionally is valued in our society. However, a different philosophy, Whole Language, takes an opposite approach on how writing and spelling should be incorporated in the classroom. Whole Language focuses on children learning to write and read at the same time. The focus is not on the child using correct spelling , but simply letting the child express himself/herself in writing using the best spelling he/she can. This idea has been termed inventive spelling