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The effects of parent -delivered instruction on the phonemic awareness and letter -identification skills of kindergarten children
Abstract
Research in the area of early literacy has strongly supported instruction at the phonemic awareness level. In addition, a number of research articles have discussed the importance of involving parents in their children's education through home-based activities. This study examined the effects of a parent-training on early literacy skills in the areas of phonemic awareness and letter-identification. This study utilized a pre-experimental AB design. Thirty-nine kindergarten children from the northeast were administered early literacy measures (Dynamic Indicators of Basic Early Literacy Skills - DIBELS) ten times during both the base-line phase and treatment phases. Twenty children comprised the treatment group, and their parents participated in five training sessions and 10 weeks of interactive book reading and practice and instruction of specific skills with their children. Results were positive and significant for the three early literacy measures, (Onset Fluency, Letter-Naming Fluency, and Phoneme Segmentation). In addition, treatment integrity and acceptability were measured. Limitations to the study, implications for education and future research are also discussed.
Subject Area
Language arts|Preschool education|Literacy|Reading instruction
Recommended Citation
Dowling, Rebecca Norah, "The effects of parent -delivered instruction on the phonemic awareness and letter -identification skills of kindergarten children" (2000). Doctoral Dissertations Available from Proquest. AAI9978492.
https://scholarworks.umass.edu/dissertations/AAI9978492