Date of Award
2005
Degree Name
Ed.S. in School Psychology
Department
Department of Counselor Education & Human Services
Abstract
In the fall of 2004 Kindergarten students in a southwestern Ohio elementary school were screened for early literacy skills using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Those parents whose children scored below the 20th percentile on initial sound fluency— determined to be at-risk for reading difficulties—were offered training on how to tutor their children. Parents (N=8) were taught games and activities from Phonemic Awareness in Young Children: A Classroom Curriculum by Marilyn Adams (1998). Those children considered at-risk whose parents chose not to participate formed the comparison group (N=7). The study used the logic of a multiple baseline across participant groups design. Visual analysis and the percentage of nonoverlapping data points indicate that positive effects were documented only during the intervention phase and only for those children receiving parent facilitated phonological awareness tutoring. The study offers a model for schools to utilize parent-facilitated intervention as a means of providing additional support to students at-risk for reading difficulties.
Keywords
Articulation disorders in children, Reading Phonetic method, Reading Parent participation, English language Phonemics Study and teaching (Early childhood), Early childhood education Activity programs
Rights Statement
Copyright © 2005, author
Recommended Citation
Giguere, Michelle J., "The efficacy of parent-facilitated phonological awareness tutoring for kindergartners at-risk for reading difficulties" (2005). Graduate Theses and Dissertations. 2900.
https://ecommons.udayton.edu/graduate_theses/2900
