Phonological awareness interventions to promote reading success in kindergarten

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Irvine-Apps, Leslie
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002
A significant challenge facing educators is the task of understanding how children learn to read. While the variables that contribute to reading success are many and diverse, phonological awareness deserves attention. In this study, a literature review was conducted, relating recent findings to the development of a phonological awareness intervention plan. This plan complemented the classroom teacher's reading program and incorporated oral language and print models, concrete supports, scaffolded skills, explicit language and motivational games. A case study of one kindergarten student experiencing phonological challenges ensued. The research and case study reveals the value of an understanding of current research developments and sharing of information between professionals, and the importance of understanding the unique needs of each child in the classroom.
vii, 86 leaves ; 29 cm. --
Reading , Reading -- Phonetic method , Kindergarten -- Alberta