God\u27s Design and Phonemic Awareness: What is phonemic awareness, what is phonics, and what does God have to do with it?

Phonemic awareness is the foundation for a child’s literacy development. God’s initial interaction with man after creation, through the spoken word, bestows authority on oral language. Manipulation of language begins in infancy and continues throughout one’s life. Teachers need to understand what phonemic awareness entails in order to develop and assess a child’s development in this area

Identifying Reading Interventions Appropriate for Middle School Students with Learning Disabilities In Inclusive Classroom Settings

The research question addressed in this Capstone project was, what are effective reading interventions for middle school students with learning disabilities that will enable them to achieve academic progress in an inclusive classroom? Including students with learning disabilities in the general education setting can improve outcomes in self-perception, social relationships, and academic achievement, but providing effective instruction in an inclusive setting is complex. At the secondary level, inclusive, co-taught classrooms include a special education teacher who typically has training in differentiation strategies but not core content, and a general educator who is a content expert but has not had preparation in working with students with disabilities. Often, neither teacher has had training in research-based, foundational reading strategies. As core content becomes more complex, secondary students with learning disabilities may require continuing direct instruction in reading strategies in order to make academic progress. Both general education and special education teachers working in inclusive classrooms need a toolkit of strategies to use with students. This Capstone project sought to address that need by developing a Greek and Latin roots vocabulary curriculum. The curriculum is one way to increase vocabulary while remediating phonological awareness which improves reading fluency and comprehension

Precursors to early literacy: A Key Topic Resource List

A compilation of selected Research Connections resources focused on precursors to early literacy, including a summary of issues addressed in the literature, and a listing of resources in the areas of: reviews and assessments of skills and programs; early skills and oral language; and the relationships between early literacy precursors and home environment, socioemotional factors, and pla

God\u27s Design and Phonemic Awareness

Phonemic awareness is the foundation for a child\u27s literacy development. God\u27s initial interation with man after creation, through the spoken word, bestows authority on oral language. Manipulation of language begins in infancy and continues throughout one\u27s life. Teachers need to understand what phonemic awareness entails in order to develop and assess a child\u27s development in this area

The effects of dyad reading and text difficulty on third-graders’ reading achievement

This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above–grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that weaker readers, using texts at two, three, and four grade levels above their instructional levels with the assistance of lead readers, outscored both proficient and less proficient students in the control group across multiple measures of reading achievement. However, the gains made by assisted readers were not significantly different relative to the various text levels. When all assessments were considered, assisted readers reading texts two grade levels above their instructional levels showed the most robust gains in oral reading fluency and comprehension. Lead readers also benefited from dyad reading and continued their respective reading developmental trajectories across measures

The Impact of Experiential Learning in Literacy and Teacher Efficacy: A Study of SA Reads

This study examines the impact of an experiential learning course work component on teacher candidates’ perception of literacy knowledge, their perspective of a community-based literacy partnership, and their self-reported sense of general and personal teaching efficacy. Initial findings reveal there is growth in all areas of perception of literacy knowledge, with knowing how to assist a struggling reader with fluency and vocabulary skills being the greatest areas of gain. Findings indicate there is minimal change in the participants’ perspectives of the community-based literacy partnership. Finally, participants gained in the areas of general and teaching efficacy. Extant literature will be reviewed and implications for future practice will be explored