Event Title

Impact of Multimodal Instruction on Phonemic Awareness in Kindergarten

College

College of Education

Department

Department of Curriculum and Pedagogy

Honors Thesis Committee

Crystal Glover, Ph.D.; Bettie Parsons Barger, Ph.D.; and Tenisha Powell, Ph.D.

Location

West Center, Room 219

Start Date

21-4-2017 1:45 PM

Description

Phonemic Awareness is the ability to recognize and accurately pronounce small segments of words. Phonemic awareness forms the building block for future reading performance. While most children develop phonemic awareness during early language play, such as nursery rhymes and songs, some children do not develop the skill and have low academic performance as a result. The purpose of the study was to investiage the effects of a multimodal instructional intervention strategy on participants' ability to recognize beginning consonant letters and letter sounds. Multi modal sound instruction took place for one hour twice a week for six weeks. At the end of the intervention, the participants were re-assessed using the beginning consonant letter sound screening to see the impact of the intervention. Findings revealed that all participants improved in their recognition of letter and letter sounds.

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Apr 21st, 1:45 PM

Impact of Multimodal Instruction on Phonemic Awareness in Kindergarten

West Center, Room 219

Phonemic Awareness is the ability to recognize and accurately pronounce small segments of words. Phonemic awareness forms the building block for future reading performance. While most children develop phonemic awareness during early language play, such as nursery rhymes and songs, some children do not develop the skill and have low academic performance as a result. The purpose of the study was to investiage the effects of a multimodal instructional intervention strategy on participants' ability to recognize beginning consonant letters and letter sounds. Multi modal sound instruction took place for one hour twice a week for six weeks. At the end of the intervention, the participants were re-assessed using the beginning consonant letter sound screening to see the impact of the intervention. Findings revealed that all participants improved in their recognition of letter and letter sounds.