Impact of Multimodal Instruction on Phonemic Awareness in Kindergarten
College
College of Education
Department
Curriculum & Pedagogy
Abstract
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.
Honors Thesis Committee
Crystal Glover, Ph.D.; Bettie Parsons Barger, Ph.D.; and Tenisha Powell, Ph.D.
Start Date
21-4-2017 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.
