M.A. in Human Development Thesis

ISBN-13: 9783639181579 / Angielski / Miękka / 2009 / 144 str.

Anna-Liisa Mottonen

Opis

This project was conducted to determine whether training in phonological awareness leads to significant improvements in letter-sound correspondence knowledge. Subjects included 46 junior kindergarten students from low socio-economic status schools in Sudbury, Ontario, Canada. Subjects were screened using the PPVT-III (Peabody Picture Vocabulary Test-III) and a letter name knowledge test. Subjects were assigned to one of three treatment groups: phonological awareness, letter-sound correspondence knowledge, or combination (phonological awareness and letter-sound correspondence), or to a control group trained in math knowledge. Subjects were trained in small groups of two or three children for a total of 10 10-minute sessions. Subjects were pre-, mid-, and post-tested on math knowledge, phonological awareness, and letter-sound correspondence knowledge. Phonological awareness training did not lead to significant improvements in letter-sound correspondence knowledge, but letter name knowledge was found to be a significant predictor of math knowledge, phonological awareness, and letter-sound correspondence knowledge measures.

O autorze

I earned my M.A. in Human Development and H.B.A. in Psychology
at Laurentian University. I am currently pursuing my Ph.D. in
Human Studies, also at Laurentian University.