Identifier

etd-04092014-203931

Degree

Master of Arts (MA)

Department

Communication Sciences and Disorders

Document Type

Thesis

Abstract

Five kindergarten subjects who had no known disabilities, but were identified as low beginning readers received intervention using both Plain Word Cards (PWC) and pictured word cards, termed MorphoPhonic Faces (MPF). A group of eight words were presented as printed word cards and a comparable group of eight words were presented as MPF. Results revealed that MPF did not hold an advantage for learning and retaining sight words compared to the plain print words. Improvements in sight word training corresponded in time with improved skills underlying the alphabetic principle, including phonological awareness skills and letter-sound learning, as well as emerging decoding skills for two subjects. These findings suggest that working on larger units such as words with a focus on initial sounds and word patterns has a positive (and probably reciprocal effect) on phoneme and grapheme level skills.

Date

2014

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Norris, Janet

DOI

10.31390/gradschool_theses.1696

Download

Share

COinS