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You searched for subject:(phoneme blending). Showing records 1 – 3 of 3 total matches.

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The Ohio State University

1. Hsin, Yi-Wei. Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities.

Degree: PhD, Educational Services and Research, 2007, The Ohio State University

The study investigated whether phonological awareness instruction, based on Phonological Awareness Training for Reading (Torgesen & Bryant, 1994), was effective in improving the phoneme-blending, phoneme-segmentation, and word reading skills of preschool children at-risk for reading disabilities. Three preschool children at-risk for reading disabilities participated in this study and were pulled out during classroom free play time. They received fifteen minutes of instruction five days a week. A native English speaker served as the interventionist and implemented the instruction on one-on-one basis. Multiple probes across subjects design was used to analyze the effects of the instruction on phoneme segmentation fluency (PSF) and nonsense word fluency (NWF) of the participants as measured by Dynamic Indicators of Basic Literacy Skills (DIBELS). Pretest and posttest measures and daily Curriculum-Base Instruction (CBM) also provided data for student progress. Results of DIBELS indicated that phonological awareness instruction was effective to improve PSF for all participants. Although phonological awareness instruction did not show functional relation with NWF because one participant failed to show improvement, two participants did made progress. Pretest and posttest measures as well as CBM also have implications on student progress. Limitations of the study and directions for future research are discussed. Advisors/Committee Members: Gardner, Ralph (Advisor).

Subjects/Keywords: Education, Special; phonological awareness instruction; phoneme blending; phoneme segmentation; word reading; preschool children; reading disabilities

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hsin, Y. (2007). Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981

Chicago Manual of Style (16th Edition):

Hsin, Yi-Wei. “Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities.” 2007. Doctoral Dissertation, The Ohio State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981.

MLA Handbook (7th Edition):

Hsin, Yi-Wei. “Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities.” 2007. Web. 18 Aug 2019.

Vancouver:

Hsin Y. Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981.

Council of Science Editors:

Hsin Y. Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilities. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187295981


Louisiana State University

2. Schafer, Michael John. Teaching phoneme segmentation and blending: a comparison of two methods.

Degree: MA, Psychology, 2012, Louisiana State University

Phonemic segmenting and blending is seen as one of the most critical skills necessary for the development of good reading skills in beginning readers. Research has shown that teaching phonemic skills results in improved reading for both trained (familiar) and untrained words when compared to teaching word-recognition reading strategies. Within the field of phonemic awareness teaching, results have been mixed as to the most effective methods of teaching phonemic skills, but it is generally agreed that explicit instruction in both segmenting and blending is better than instruction focusing on onset/rime or rhyming methods. The purpose of the current study is to compare two methods for explicitly teaching phonemic awareness. In the study, participants were taught to read nonsense words by either being presented with intact words and taught to segment and blend the individual phonemes making up the word, or by being presented with individual phonemes first, followed by the intact word through introduction of phonemes only, ending in the whole word. Hypothesized results are that teaching segmenting and blending in the context of the whole-word will result in better generalization to non-studied nonsense words than being taught blending in the context of initial presentation of separate phonemes before blending.

Subjects/Keywords: phoneme; segmentation; blending; CVC words; reading; early literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Schafer, M. J. (2012). Teaching phoneme segmentation and blending: a comparison of two methods. (Masters Thesis). Louisiana State University. Retrieved from etd-07122012-151431 ; https://digitalcommons.lsu.edu/gradschool_theses/4158

Chicago Manual of Style (16th Edition):

Schafer, Michael John. “Teaching phoneme segmentation and blending: a comparison of two methods.” 2012. Masters Thesis, Louisiana State University. Accessed August 18, 2019. etd-07122012-151431 ; https://digitalcommons.lsu.edu/gradschool_theses/4158.

MLA Handbook (7th Edition):

Schafer, Michael John. “Teaching phoneme segmentation and blending: a comparison of two methods.” 2012. Web. 18 Aug 2019.

Vancouver:

Schafer MJ. Teaching phoneme segmentation and blending: a comparison of two methods. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Aug 18]. Available from: etd-07122012-151431 ; https://digitalcommons.lsu.edu/gradschool_theses/4158.

Council of Science Editors:

Schafer MJ. Teaching phoneme segmentation and blending: a comparison of two methods. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07122012-151431 ; https://digitalcommons.lsu.edu/gradschool_theses/4158


SUNY College at Brockport

3. Drechsler, Scott. Phonological and Phonemic Awareness and Their Effect on Reading Acquisition.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

Current research supports the relationship between phonological awareness and reading acquisition in primary school children. A hierarchy of skills is needed in early phonological awareness intervention, to develop sound reading ability. Children must develop skills in order to listen, rhyme, access word awareness, syllable awareness, and then develop phonemic awareness. Based on previous research, following a structured, sequential program which emphasizes these five areas of phonological awareness facilitates the process of learning to read. This thesis project explores the effect of a structured, sequential program, emphasizing the five areas of phonological awareness, on the process of learning to read. It analyzes a phonological awareness program, which used sound and signals collaboratively, to teach the skills necessary to become a successful reader. The literature review section of the project examines materials specifically regarding phonological approaches and phonemic attributes. The review highlights discussion on the correlation of poor reading skills and phonological awareness and the accompanying trends that note continued challenges in learning. The four week study was conducted in an urban school district, special education classroom, with five participants, ranging in age from six to nine. There were some levels of mental retardation present in the study group as well as students with IEP’s. Houghton Mifflin’s Emergent Literacy Survey was administered as a baseline measurement prior to the study. Post-test and exit interview data were also used in the study. Research data conclusively supports the concept of intervention with overall positive results noted through participants' increased letter sound identification, beginning sound skills, rhyming skills, blending onset and rhyme, phoneme blending, and phoneme segmentation skills.

Subjects/Keywords: National Institute of Child Health and Human Development; reading deficit; phoneme; segmenting; blending; syllable; phonological; special education; Education; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Drechsler, S. (2008). Phonological and Phonemic Awareness and Their Effect on Reading Acquisition. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/280

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):

Drechsler, Scott. “Phonological and Phonemic Awareness and Their Effect on Reading Acquisition.” 2008. Thesis, SUNY College at Brockport. Accessed August 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/280.

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

MLA Handbook (7th Edition):

Drechsler, Scott. “Phonological and Phonemic Awareness and Their Effect on Reading Acquisition.” 2008. Web. 18 Aug 2019.

Vancouver:

Drechsler S. Phonological and Phonemic Awareness and Their Effect on Reading Acquisition. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Aug 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/280.

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

Council of Science Editors:

Drechsler S. Phonological and Phonemic Awareness and Their Effect on Reading Acquisition. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/280

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

.