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You searched for subject:(alphabet knowledge). Showing records 1 – 11 of 11 total matches.

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Texas A&M University

1. Knight, Angelia Horton. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 Kindergarten students often struggle with the task of fluently identifying letters in the alphabet. Early acquisition of letter identification serves as a strong predictor of… (more)

Subjects/Keywords: letter-name knowledge; letter knowledge; alphabet knowledge; alphabet automaticity; letter fluency

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APA (6th Edition):

Knight, A. H. (2017). Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169612

Chicago Manual of Style (16th Edition):

Knight, Angelia Horton. “Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.” 2017. Doctoral Dissertation, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/169612.

MLA Handbook (7th Edition):

Knight, Angelia Horton. “Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.” 2017. Web. 09 Dec 2019.

Vancouver:

Knight AH. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/169612.

Council of Science Editors:

Knight AH. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169612


University of Guelph

2. Willoughby, David. From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy .

Degree: 2013, University of Guelph

Alphabet books are an important instructional text used in early education. Advances in mobile technology have led to a new format of alphabet books –those… (more)

Subjects/Keywords: Literacy; Reading; Emergent literacy; E-books; Early reading; Alphabet; Alphabet books; Alphabet knowledge; Alphabetic knowledge

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APA (6th Edition):

Willoughby, D. (2013). From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Willoughby, David. “From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy .” 2013. Thesis, University of Guelph. Accessed December 09, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Willoughby, David. “From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy .” 2013. Web. 09 Dec 2019.

Vancouver:

Willoughby D. From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy . [Internet] [Thesis]. University of Guelph; 2013. [cited 2019 Dec 09]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Willoughby D. From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy . [Thesis]. University of Guelph; 2013. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Sacramento

3. Burby, Karen Michelle. An evaluation of code-related precursors in a pre-kindergarten curriculum.

Degree: MA, Education (Language and Literacy, 2011, California State University – Sacramento

 A disparity in knowledge of code-related precursors between disadvantaged children and their more advantaged peers is already apparent upon kindergarten entry. National reading assessments and… (more)

Subjects/Keywords: Houghton-Mifflin pre-kindergarten curriculum; Alphabet knowledge; Phonological awareness

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APA (6th Edition):

Burby, K. M. (2011). An evaluation of code-related precursors in a pre-kindergarten curriculum. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1258

Chicago Manual of Style (16th Edition):

Burby, Karen Michelle. “An evaluation of code-related precursors in a pre-kindergarten curriculum.” 2011. Masters Thesis, California State University – Sacramento. Accessed December 09, 2019. http://hdl.handle.net/10211.9/1258.

MLA Handbook (7th Edition):

Burby, Karen Michelle. “An evaluation of code-related precursors in a pre-kindergarten curriculum.” 2011. Web. 09 Dec 2019.

Vancouver:

Burby KM. An evaluation of code-related precursors in a pre-kindergarten curriculum. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10211.9/1258.

Council of Science Editors:

Burby KM. An evaluation of code-related precursors in a pre-kindergarten curriculum. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1258


University of Waikato

4. Rachmani, Rachel Margaret. The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children .

Degree: 2011, University of Waikato

 Phonological awareness and alphabet knowledge are two of the strongest predictors of reading acquisition. Many New Zealand children are entering school with low levels of… (more)

Subjects/Keywords: Phonological awareness; Alphabet knowledge; Preschool children; New Zealand

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APA (6th Edition):

Rachmani, R. M. (2011). The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/5843

Chicago Manual of Style (16th Edition):

Rachmani, Rachel Margaret. “The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children .” 2011. Masters Thesis, University of Waikato. Accessed December 09, 2019. http://hdl.handle.net/10289/5843.

MLA Handbook (7th Edition):

Rachmani, Rachel Margaret. “The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children .” 2011. Web. 09 Dec 2019.

Vancouver:

Rachmani RM. The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children . [Internet] [Masters thesis]. University of Waikato; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10289/5843.

Council of Science Editors:

Rachmani RM. The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children . [Masters Thesis]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5843

5. Edwards, Liesl. Do They Know Their ABCs? Letter-Name Knowledge of Urban Preschoolers.

Degree: PhD, Psychology & Research in Education, 2012, University of Kansas

 This study analyzed the performance and growth in letter knowledge and letter identification skills of children across an academic year. Repeated measures analyses of variance… (more)

Subjects/Keywords: Early childhood education; Reading instruction; Alphabet knowledge; Early literacy

…substantiates this belief, recognizing the importance of alphabet knowledge in terms of a child’s… …processes, the phonetic alphabet opened doors and led to a “democratization of knowledge” (… …phonological memory, and alphabet knowledge. These variables all had medium to large predictive… …information for short periods of time. Alphabet knowledge is defined as the knowledge of the names… …knowledge, which is of primary interest for the present study. Alphabet knowledge has been shown… 

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APA (6th Edition):

Edwards, L. (2012). Do They Know Their ABCs? Letter-Name Knowledge of Urban Preschoolers. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10003

Chicago Manual of Style (16th Edition):

Edwards, Liesl. “Do They Know Their ABCs? Letter-Name Knowledge of Urban Preschoolers.” 2012. Doctoral Dissertation, University of Kansas. Accessed December 09, 2019. http://hdl.handle.net/1808/10003.

MLA Handbook (7th Edition):

Edwards, Liesl. “Do They Know Their ABCs? Letter-Name Knowledge of Urban Preschoolers.” 2012. Web. 09 Dec 2019.

Vancouver:

Edwards L. Do They Know Their ABCs? Letter-Name Knowledge of Urban Preschoolers. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1808/10003.

Council of Science Editors:

Edwards L. Do They Know Their ABCs? Letter-Name Knowledge of Urban Preschoolers. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10003

6. Schultz, Melissa. Literacy Strategies for Increasing a Kindergartener’s Letter Identification and Letter Sound Recognition: A Self-Study.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  In this research study I explored best early childhood literacy practices and approaches to use to aid in early childhood students’ acquisition of early… (more)

Subjects/Keywords: Alphabet Knowledge; Phonics; Phonemic Awareness; Early Childhood; Literacy; Education

…increase the students’ alphabet knowledge skills. Without my conducting this type of research… …alphabet knowledge? 4 Rationale In my role as consultant special education teacher and… …reviewed literature related to the different approaches to alphabet knowledge instruction as well… …as phonics instruction. I also looked at the development of alphabet knowledge in students… …students. Alphabet Knowledge (AK) Instruction In their article “Enhanced Alphabet… 

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APA (6th Edition):

Schultz, M. (2015). Literacy Strategies for Increasing a Kindergartener’s Letter Identification and Letter Sound Recognition: A Self-Study. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schultz, Melissa. “Literacy Strategies for Increasing a Kindergartener’s Letter Identification and Letter Sound Recognition: A Self-Study.” 2015. Thesis, SUNY College at Brockport. Accessed December 09, 2019. https://digitalcommons.brockport.edu/ehd_theses/576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schultz, Melissa. “Literacy Strategies for Increasing a Kindergartener’s Letter Identification and Letter Sound Recognition: A Self-Study.” 2015. Web. 09 Dec 2019.

Vancouver:

Schultz M. Literacy Strategies for Increasing a Kindergartener’s Letter Identification and Letter Sound Recognition: A Self-Study. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Dec 09]. Available from: https://digitalcommons.brockport.edu/ehd_theses/576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schultz M. Literacy Strategies for Increasing a Kindergartener’s Letter Identification and Letter Sound Recognition: A Self-Study. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Otago

7. Linney, Kelsi Sara. Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds .

Degree: University of Otago

 Preschool is an important period in a child’s life as they learn from the environment around them. Gaining of early literacy and language skills before… (more)

Subjects/Keywords: Language; Literacy; Early Literacy; Early Childhood; Alphabet Knowledge; Vocabulary; Phonological Awareness; Word-reading

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APA (6th Edition):

Linney, K. S. (n.d.). Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/7962

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

Linney, Kelsi Sara. “Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds .” Masters Thesis, University of Otago. Accessed December 09, 2019. http://hdl.handle.net/10523/7962.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

Linney, Kelsi Sara. “Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds .” Web. 09 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Linney KS. Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds . [Internet] [Masters thesis]. University of Otago; [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10523/7962.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Linney KS. Effects of Shared Book-reading Techniques on the Early Literacy and Language Skill of 4- and 5-year olds . [Masters Thesis]. University of Otago; Available from: http://hdl.handle.net/10523/7962

Note: this citation may be lacking information needed for this citation format:
No year of publication.


The Ohio State University

8. Biancone, Patricia L. The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children’s Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study.

Degree: PhD, EDU Teaching and Learning, 2018, The Ohio State University

 The prevalence and effects of lagging or delayed early literacy and motor skill development in children of low-SES backgrounds is a significant issue that can… (more)

Subjects/Keywords: Early Childhood Education; Literacy; Reading Instruction; Curriculum Development; Education; Pedagogy; Physical Education; Preschool Education; alphabet knowledge; letter knowledge; emergent literacy; reading development; fundamental motor skills; motor skill development; preschool; Head Start; intervention; integrated interventions

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APA (6th Edition):

Biancone, P. L. (2018). The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children’s Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931

Chicago Manual of Style (16th Edition):

Biancone, Patricia L. “The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children’s Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study.” 2018. Doctoral Dissertation, The Ohio State University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931.

MLA Handbook (7th Edition):

Biancone, Patricia L. “The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children’s Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study.” 2018. Web. 09 Dec 2019.

Vancouver:

Biancone PL. The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children’s Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931.

Council of Science Editors:

Biancone PL. The Effects of an Integrated Early Literacy and Motor Skill Intervention on Children’s Alphabet Knowledge, Initial Sound Awareness, and Fundamental Motor Skill Outcomes: An Early Efficacy Study. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1530277897706931

9. Tambyraja, Sherine R. Alphabet Knowledge and Phonological Awareness in Children with Speech Sound Disorder.

Degree: PhD, Speech and Hearing Science, 2012, The Ohio State University

 Considerable evidence has shown that kindergarten measures of phonological awareness and alphabet knowledge are significant predictors of word decoding ability in many typically developing children.… (more)

Subjects/Keywords: Early Childhood Education; Speech Therapy; alphabet knowledge; phonological awareness; speech sound disorder

…46 Table 3. Descriptive statistics for alphabet knowledge and phonological awareness…..54… …awareness, and alphabet knowledge .64 Table 5. Pearson correlation… …coefficients between levels of phonological awareness and categories of alphabet knowledge… …62 ix Chapter 1: Introduction The predictive nature of both alphabet knowledge (AK… …both phonological awareness and alphabet knowledge for reading are quite logical, in that… 

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APA (6th Edition):

Tambyraja, S. R. (2012). Alphabet Knowledge and Phonological Awareness in Children with Speech Sound Disorder. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1345081761

Chicago Manual of Style (16th Edition):

Tambyraja, Sherine R. “Alphabet Knowledge and Phonological Awareness in Children with Speech Sound Disorder.” 2012. Doctoral Dissertation, The Ohio State University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345081761.

MLA Handbook (7th Edition):

Tambyraja, Sherine R. “Alphabet Knowledge and Phonological Awareness in Children with Speech Sound Disorder.” 2012. Web. 09 Dec 2019.

Vancouver:

Tambyraja SR. Alphabet Knowledge and Phonological Awareness in Children with Speech Sound Disorder. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1345081761.

Council of Science Editors:

Tambyraja SR. Alphabet Knowledge and Phonological Awareness in Children with Speech Sound Disorder. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1345081761

10. Coursin, Ashley. Understanding the Development of Alphabet Knowledge in At-Risk Populations: The Influence of Pre-Literacy Skills.

Degree: MS, Communication Sciences and Disorders, 2012, University of Wisconsin – Milwaukee

  In the current research, alphabet knowledge has been confirmed as a critical component of children's developing emergent literacy proficiency. The assessment of pre-literacy skills,… (more)

Subjects/Keywords: African American; Alphabet Knowledge; Curriculum Development; Emergent Literacy; General Outcome Measure; Education; Other Rehabilitation and Therapy

…Table 1: Descriptive Statistics 24 Table 2: Relationships between Alphabet Knowledge Growth… …Analysis with Phonological Awareness Measures Uniquely Predicting Alphabet Knowledge in Model 2… …Uniquely Predicting Alphabet Knowledge 30 Table 5: Clusters of Children 31 viii… …skills in this category would include the child’s alphabet knowledge, phonological processing… …skills, and vocabulary. Alphabet Knowledge While both outside-in and inside-out pre-literacy… 

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APA (6th Edition):

Coursin, A. (2012). Understanding the Development of Alphabet Knowledge in At-Risk Populations: The Influence of Pre-Literacy Skills. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/94

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Coursin, Ashley. “Understanding the Development of Alphabet Knowledge in At-Risk Populations: The Influence of Pre-Literacy Skills.” 2012. Thesis, University of Wisconsin – Milwaukee. Accessed December 09, 2019. https://dc.uwm.edu/etd/94.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Coursin, Ashley. “Understanding the Development of Alphabet Knowledge in At-Risk Populations: The Influence of Pre-Literacy Skills.” 2012. Web. 09 Dec 2019.

Vancouver:

Coursin A. Understanding the Development of Alphabet Knowledge in At-Risk Populations: The Influence of Pre-Literacy Skills. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2012. [cited 2019 Dec 09]. Available from: https://dc.uwm.edu/etd/94.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coursin A. Understanding the Development of Alphabet Knowledge in At-Risk Populations: The Influence of Pre-Literacy Skills. [Thesis]. University of Wisconsin – Milwaukee; 2012. Available from: https://dc.uwm.edu/etd/94

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Kruse, Lydia. Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design.

Degree: PhD, Human Ecology: Human Development and Family Science, 2013, The Ohio State University

 This multiple baseline design study evaluated the efficacy of a Tier 2 early literacy intervention on low-income preschool children’s phonological awareness (PA) skills. The intervention… (more)

Subjects/Keywords: Curriculum Development; Early Childhood Education; Literacy; Preschool Education; phonological awareness, early literacy, preschool, intervention, Response to Intervention, RTI, Tier 2, alphabet knowledge, early childhood education, multiple baseline design

…growth from pre-test to posttest on all five measures (i.e., alphabet knowledge, print… …x28;c) a combination of PA instruction and alphabet knowledge (Justice et al… …teaches both PA skills and alphabet knowledge as opposed to isolating instruction on a single… …emergent literacy skill. Alphabet knowledge is associated with reading ability (e.g… …1996). Neither alphabet knowledge nor PA learned in isolation is sufficient for learning… 

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APA (6th Edition):

Kruse, L. (2013). Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234

Chicago Manual of Style (16th Edition):

Kruse, Lydia. “Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design.” 2013. Doctoral Dissertation, The Ohio State University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234.

MLA Handbook (7th Edition):

Kruse, Lydia. “Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design.” 2013. Web. 09 Dec 2019.

Vancouver:

Kruse L. Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234.

Council of Science Editors:

Kruse L. Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234

.