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Phonological awareness interventions to promote reading success in kindergarten

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dc.contributor.advisor Townsend, David
dc.contributor.author Irvine-Apps, Leslie
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-18T20:58:32Z
dc.date.available 2010-03-18T20:58:32Z
dc.date.issued 2002
dc.identifier.uri http://hdl.handle.net/10133/964
dc.description vii, 86 leaves ; 29 cm. -- en
dc.description.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. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Reading en
dc.subject Reading -- Phonetic method en
dc.subject Kindergarten -- Alberta en
dc.title Phonological awareness interventions to promote reading success in kindergarten en
dc.type Thesis en
dc.publisher.faculty Education en

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