Degree Name
Master of Science (MS)
Semester of Degree Completion
2003
Thesis Director
Rebecca M. Throneburg
Thesis Committee Member
Jean M. Smitley
Abstract
The purpose of the present study is to determine the effects of individual phonological awareness and phonics training emphasizing auditory, motoric, and alphabetic properties of phonemes with 3 children who did not make substantial gains following classroom phonological awareness intervention. Subjects were enrolled in the first grade and exhibited speech and/or language impairments. The individual phonological awareness program contained 3 parts: (1) phonological awareness, (2) phoneme-grapheme correspondence, and (3) decoding and spelling and employed a single subject multiple probe baseline across behaviors design. Results indicated that individual treatment was successful for teaching phonological awareness, phoneme-grapheme correspondence, and decoding and spelling. Clinical implications were that direct, coordinated intervention allows students more repetition, practice, feedback, and consistency when learning literacy skills.
Recommended Citation
Weaver, Sarah, "Individual Phonological Awareness Training for Speech/Language Impaired First Graders" (2003). Masters Theses. 1401.
https://thekeep.eiu.edu/theses/1401
