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Developing phonemic awareness skills and reading readiness in kindergarten children

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Identifier	Thesis 2211
Author	Bolduc, Michelle D., 1986-
Title	Developing phonemic awareness skills and reading readiness in kindergarten children
Publisher	Central Connecticut State University
Date	2012
Resource Type	Master's Thesis
Notes	The purpose of this investigation is to examine how metalevel instruction, dramatic play, and pretend play affect the developmental gain in phonemic awareness skills, including rhyming, segmenting, and blending throughout the kindergarten school year. The data collected includes: six kindergarten teacher interviews, a Likert Inventory given to the kindergarten teachers, two first grade teacher interviews, kindergarten pre- and post-phonological and phonemic awareness assessment scores, and first grade pre-phonological and phonemic awareness assessment scores. This study took place in an urban community in Connecticut. This district serves students from grades pre-kindergarten through grade 12. The data revealed a positive correlation between "metalevel" instruction, dramatic play, and pretend play, resulting in higher student achievement in the phonemic awareness areas of rhyming, segmenting, and blending. Therefore, as a result of this investigation, it is recommended that "metalevel" instruction, dramatic play, and pretend play be common everyday occurrences in the kindergarten classroom. This can be done through the use of Reader's Theaters, props for retelling stories, a "Free Play" area, teacher read-alouds, and mini-lessons. In the literacy-play workstation, students have a variety of props to choose from and are encouraged to use them to retell stories they have read. Students are also exposed to interactive read-alouds, songs, poems, and phonemic-awareness games. Teachers use "metalevel" instruction for their literacy lessons, connect to previous lessons, state specific goals/purposes of the lessons, demonstrate how that skill is applied, and give students the time to practice applying the skill. This research investigation found that phonemic awareness skills of rhyming, segmenting, and blending, are positively affected by the weekly integration of dramatic play, pretend play, and "metalevel" instruction
Subject	Phonemics Phonemic awareness English language -- Phonemics -- Study and teaching (Elementary) -- United States Reading (Kindergarten) -- United States -- Evaluation Language arts (Kindergarten) -- United States
Department	Department of Early Childhood Education
Advisor	Clark, Barbara, 1931-
Type	Text
Digital Format	application/pdf
Language	eng
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