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Research Presentation:

Research Presentation Elizabeth Hobbs Fall 2015


Introduction Phonological Awareness Connection to later reading outcomes Research Questions

Literature review:

Literature review PA in Preschool PA in Kindergarten PA and Later Elementary Outcomes PA and Socioeconomic Status

Research methodology:

Research methodology Pretest-posttest control group design Measures

Methodology, cont.:

Methodology, cont . Measures

Methodology, cont.:

Methodology, cont. Measures


References Anthony , J. J. (2005). Development of Phonological Awareness. Current Directions In Psychological Science (Wiley-Blackwell) , 14 (5), 255-259. Bowey , J. A. (1995). Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement. Journal Of Educational Psychology , (3), 476. Callaghan, G., & Madelaine , A. (2012). Levelling the playing field for kindergarten entry: research implications for preschool early literacy instruction. Australasian Journal Of Early Childhood , (1), 13. Carson, K. L., Gillon , G. T., & Boustead, T. M. (2013). Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School. Language, Speech, And Hearing Services In Schools , 44 (2), 147-160. Chatterji , M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal Of Educational Psychology , (3), 489 Kruse, L. G., Spencer, T. D., Olszewski , A., & Goldstein, H. (2015). Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits. American Journal Of Speech-Language Pathology , 24 (2), 189-205. doi:10.1044/2015 Mann, V. A., & Foy, J. G. (2003). Phonological Awareness, Speech Development, and Letter Knowledge in Preschool Children. Annals of Dyslexia , (1). 149. McNamara, J. K., Scissons , M., & Gutknecth , N. (2011). A Longitudinal Study of Kindergarten Children at Risk for Reading Disabilities: The Poor Really Are Getting Poorer. Journal Of Learning Disabilities , 44 (5), 421-430. Muter, V., Hulme , C., Snowling , M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal Of Experimental Child Psychology , (1), 3 Phillips, B. M., Clancy- Menchetti , J., & Lonigan , C. J. (2008). Successful Phonological Awareness Instruction with Preschool Children: Lessons from the Classroom. Topics In Early Childhood Special Education , 28 (1), 3-17 .