Doctor of Philosophy (PhD)
This research explored whether there was a difference between two methods of phonemic awareness instruction. Two groups of kindergarten students were selected. One group received an implicit method of phonemic awareness instruction. A second group received an explicit model of phonemic awareness instruction. Of particular concern were these questions: What is the impact of phonemic awareness instruction on reading achievement? How does phonemic awareness instruction delivered via an implicit instructional method differ from an explicit, scripted method of instruction in their respective impact on reading achievement? Triangulation between the qualitative and quantitative data support the finding that an explicit method of phonemic awareness instruction appears to provide greater academic achievement over an implicit method.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Abshire, Sue Antoinette, "Exploring implicit versus explicit methods of teaching phonemic awareness instruction to kindergarten students" (2006). LSU Doctoral Dissertations. 3111.