• Refine your search:
  • 
    Keyword:
    
    • Elementary Education and Teaching (1)
    • Language and Literacy Education (1)
    • Phonological Awareness (1)
    • Teacher Education and Professional Development (1)
    • multisensory approach (1)
    • phonics (1)
    • primary grades (1)
    • structured literacy (1)
    • whole group and small group instruction (1)
  • 
    Creator / Publisher
  • 
    Year
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction Marsh, Chelsey In: Certificate of Advanced Studies (CAS) in Literacy (2018) Abstract: Currently, more than 20% of kindergarten and first grade students struggle with an aspect of phonological awareness. Further, 80% of struggling readers exhibit weaknesses in phonological processing, which is the basis for grappling with unfamiliar words. Students whose reading achievement is not at grade level by third grade are at risk for not catching up to their more-capable peers. Using social constructivism as the theoretical framework in this action research study, we examined the effect of a multisensory, explicit, and systematic approach in phonological awareness for students in the primary grades. From the larger school population, this study focused on eight specific students in first grade. The structured program, fundations, was implemented throughout the eight week intervention period. Students learned skills to support their ability to decode unknown words through a sequential set of phonics elements in a multisensory approach. Instrumentation included the Gallistel-Ellis Test of Coding Skills, and STAR Early Literacy, which were used for pre and post measures in the fall and again in the winter after the eight week period. Students’ ability to decode consonant-vowel-consonant words increased from an average of 11 words to 21.5 words, and students’ mean score in phonemic awareness increased from 56% to 81% through pre and post testing. Thus, results showed that early intervention using a multisensory approach was effective in providing students strategies to decode unfamiliar words while reading grade level texts. Keyword: Elementary Education and Teaching; Language and Literacy Education; multisensory approach; phonics; Phonological Awareness; primary grades; structured literacy; Teacher Education and Professional Development; whole group and small group instruction URL: https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1006&context=lit https://digitalcommons.sacredheart.edu/lit/7 BASE Hide details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 1 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0