Effects of Interactive Books on Phonological Awareness Skills in Pre-Kindergarten Children from Low-Income Environments
The purpose of this study was to determine whether preschool children from low-income environments learn phonological awareness skills when presented with interactive activities while listening to stories in an independent listening center. Four preschool children participated in a multiple baseline...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-4131 |
| Summary: | The purpose of this study was to determine whether preschool children from low-income environments learn phonological awareness skills when presented with interactive activities while listening to stories in an independent listening center. Four preschool children participated in a multiple baseline across participants. Participants were given interactive books with opportunities for rhyming, alliteration, blending, and segmenting. The children listened to stories under headphones for 15 weeks. Results showed that participants quickly improved their performance on the rhyming and alliteration measures. Their performance steadily improved on the blending and segmenting measures. Use of interactive books in a listening center format during the preschool years could help preschool children learn the phonological awareness skills needed to become successful readers in the future === A Thesis submitted to the Department of Communication Sciences & Disorders in partial fulfillment of the requirements for the degree of Master of
Science. === Summer Semester, 2008. === April 22, 2008. === Interactive Books, Phonological Awareness, Preschool Children === Includes bibliographical references. === Howard Goldstein, Professor Directing Thesis; Lisa Scott, Committee Member; Kathryn Bojczyk, Committee Member. |
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