Phonological awareness interventions to promote reading success in kindergarten
Loading...
Date
2002
Authors
Irvine-Apps, Leslie
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002
Abstract
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.
Description
vii, 86 leaves ; 29 cm. --
Keywords
Reading , Reading -- Phonetic method , Kindergarten -- Alberta