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| Advances in Phonemic Awareness Instruction |
| Saturday, May 26, 2007 |
| 4:00 PM–4:50 PM |
| America's Cup AB |
| Area: EDC |
| Chair: Heidi L. Eyre (Jacksonville State University) |
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| Reducing Reading Risk for Kindergarten English Language Learners with a Phonemic Awareness Intervention. |
| Domain: Applied Research |
| AMANDA L. YURICK (Cleveland State University), Gwendolyn Cartledge (The Ohio State University) |
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| Abstract: This session will present two recent studies that used the Early Reading Intervention (ERI; Simmons & Kameenui, 2003) to teach phonemic awareness (PA) skills to a diverse group of Kindergarten English Language Learners (ELLs). Students were taught in small groups of 3 to 5 students daily for approximately 20 minutes each session. Multiple-baseline across groups designs were used to demonstrate pupil growth in PA skills (i.e. nonsense word fluency and phonemic segmentation fluency). Demonstration of a strong functional relationship as well as pre and post assessments on DIBELS and the Woodcock Johnson (Woodcock, McGrew, & Mather, 2001) provide evidence of systematic growth in PA skills for all of the ELLs. Curricular adaptations for ELLs included: (a) employ multiple exemplars along with language, (b) control language to aid understanding, (c) alter students’ response modes, and (d) devise and use consistently visual and auditory cues to facilitate learning. During this session, the presenters plan to present the findings of these studies with attention to curricular adaptations for ELLs, show video clips that demonstrate these applications, and provide directions for future research in the area of the application of the principles of effective instruction to ELLs. |
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| The Contribution of Treatment Quality and Duration to Variance in Phonemic Awareness for Urban Kindergarten Students. |
| Domain: Applied Research |
| AMANDA L. YURICK (Cleveland State University), Gwendolyn Cartledge (The Ohio State University) |
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| Abstract: This study invesitgated the unique contributions of participation in an early reading intervention program, the quality, and the duration of treatment to the variance in phonemic awareness gain scores. Kindergarten students from three schools were screened with the DIBELS benchmark assessment and those needing strategic or intensive instruction participated in the intervention. The letter-word identification (LWID) and word attack (WA) subtests of the Woodcock-Johnson – III (WJ – III) were used to verify risk status and serve as pre- and posttest data. A total of 38 students received treatment and comparison data were retained for 32 untreated students. Linear regression was used to analyze the effects of participation in intervention, treatment duration, and treatment quality on variance in gain scores on the WJ - III. Results indicate that the independent variables accounted for between 11%-22% and 3%-15% of the variance in gain scores on LWID and WA subtests respectively. Implications include the effects of treatment quality and duration on outcome scores, and the use school personnel as interventionists for at-risk students. |
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