Semester of Graduation

Summer 2021

Degree

Master of Education (MEd)

Department

Early Childhood Education

Document Type

Thesis

Abstract

Research in the field of early literacy has demonstrated that letter recognition and phoneme identification are two necessary components of emergent reading skills (Casbergue & Strickland, 2016). Emergent literacy refers to the reading and writing skills that young children develop prior to learning traditional literacy skills and has been linked to increased literacy achievement (Justice & Pullen, 2003). This study focused solely on emergent reading skills. The purpose of the present study was to determine the effects of a targeted multi-sensory intervention on the emergent reading skills of letter recognition and phoneme identification using a multiple baseline design (Kazdin, 2011). Children were observed using the discrete categorization method during informal classroom observations while interacting with emergent reading materials (Kazdin, 2011). Previous research suggests that targeted emergent reading skill development supports emergent reading abilities (Noe et. al., 2014). The Emergent Reading Skills Intervention consisted of three components: shared reading, teacher-led phonemic awareness activities, and multi-sensory letter games. Results demonstrated the effectiveness of the Emergent Reading Skills Intervention on emergent reading skills of letter recognition and phoneme identification. It should be noted that this study was conducted during the COVID-19 pandemic. Future research could examine which components of the intervention were most impactful on the emergent reading skills of the targeted children.

Committee Chair

Dicarlo, Cynthia.

DOI

10.31390/gradschool_theses.5383

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