McFarren, Molly

Opus: Research and Creativity at IPFW

Indiana University - Purdue University Fort Wayne
Opus: Research & Creativity at IPFW
2005 IPFW Student Research and Creative
Endeavor Symposium
IPFW Student Research and Creative Endeavor
Symposium
4-9-2005
Training Phonological Awareness in Preschool
Children
Molly McFarren
Indiana University - Purdue University Fort Wayne
Follow this and additional works at: http://opus.ipfw.edu/stu_symp2005
Part of the Other Medicine and Health Sciences Commons
This Presentation is brought to you for free and open access by the IPFW Student Research and Creative Endeavor Symposium at Opus: Research &
Creativity at IPFW. It has been accepted for inclusion in 2005 IPFW Student Research and Creative Endeavor Symposium by an authorized
administrator of Opus: Research & Creativity at IPFW. For more information, please contact admin@lib.ipfw.edu.
Recommended Citation
Molly McFarren (2005). Training Phonological Awareness in Preschool Children.
http://opus.ipfw.edu/stu_symp2005/7
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
e 
Training Phonological Awareness in Preschool Children 
Molly McFarren 
Lucy Hess 
Audiology & Speech Sciences 
Indiana University-Purdue University Fort Wayne 
Pre-school age children develop pre-reading skills to assist them in learning_to read. Skills 
such as the ability to match sounds of the language with letters or knowing. which words 
rhyme with others are believed to be helpful in learning to read. This study explored 
traditional and visual methods to see if either method to teach pre-reading skills was better to 
help young children develop or improve crucial phonological awareness skills of rhyming, 
syllable identification, number of sounds in words and initial consonant sounds. 
Twelve children ages 4.5-5.5 years (six boys and six girls) enrolled in Head Start served as 
subjects. All but three children were in the poverty classification, two were in low income 
and one child had a medium income classification. Seven children were living with two 
parents, five with one parent, their mother. Two children were African-American, 7 were 
Caucasian, and 3 were Hispanic. Ten children scored as not needing services on the DIAL, 
two scored below average, eight scored in the average range on the Pre-Kindergarten 
Screening Test, four scored below average. Three children did not meet the cut-off score for 
their age on the Phonological Awareness Screening Test. Three children were receiving 
speech therapy. 
Four children were matched by age, test scores and gender for three experimental groups: 
story (the control group), traditional teaching and visually highlighted teaching. The 
traditional and the visually highlighted groups engaged in seven sessions doing pre-reading 
tasks with the researcher. The visually highlighted group had word letters in colors to help 
the children see initial consonants, rhyme endings and different syllables within words. The 
traditional group had black letters for the words and relied more on the auditory presentation 
of the lessons. During the seven sessions, the third group (control) listened to appropriate 
stories with phonological experiences such as Cat in the Hat. 
Pre-testing and post-testing ofpre-reading skills will be compared to determine how much 
change and what specific changes were made from participating in the lessons. These 
findings and any clinical implications will be discussed during the presentation. 


Training Phonological Awareness in Preschool Children

http://opus.ipfw.edu/cgi/viewcontent.cgi?article=1033&context=stu_symp2005

Training Phonological Awareness in Preschool Children

Abstract

Similar works

Full text

Available Versions

Opus: Research and Creativity at IPFW