The Use of Handheld Devices for Improved Phonemic Awareness in a Traditional Kindergarten Classroom

Autor/in	Magagna-McBee, Cristy Ann
Titel	The Use of Handheld Devices for Improved Phonemic Awareness in a Traditional Kindergarten Classroom
Quelle	(2010), (177 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-1449-4
Schlagwörter	Hochschulschrift; Dissertation; Early Childhood Education; Reading Instruction; Technology Education; Statistical Analysis; Educational Strategies; Literacy Education; Interviews; Phonemic Awareness; Educational Technology; Technology Integration; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leseunterricht; Technisch-naturwissenschaftlicher Unterricht; Statistische Analyse; Lehrstrategie; Interviewing; Interviewtechnik; Unterrichtsmedien
Abstract	Effective teaching strategies that improve the development of phonemic awareness are important to ensure students are fluent readers by third grade. The use of handheld devices to improve phonemic awareness with kindergarten students may be such a strategy, but no research exists that evaluates the use of these devices. This study explored the effectiveness of Bee-Bot handheld devices in kindergarten classrooms to teach phonemic awareness. A 4-month sequential mixed-methods study was conducted in four classrooms: two that used Bee-Bot handheld devices in phonemic awareness lessons and two that never used the devices. The score gain (Fall 2009 to Winter 2010) for initial sound fluency (ISF) on the DIBELS assessment was analyzed for between-group effects using ANCOVA, controlling for Fall 2009 letter naming fluency (LNF) scores. No significant difference was found between ISF scores of students using the Bee-Bots and those not using them. Interviews of the 4 classroom teachers determined their perceptions of the ways handheld devices supported phonemic awareness. Interviews were coded for (a) assessments, (b) engagement, (c) strategies, (d) social growth and (e) technology standards. Teachers reported that students using Bee-Bot handheld devices remained on task longer, increased motivation, developed leadership skills, and students enjoyed learning with the devices. Findings suggest that handheld devices used to enhance phonemic awareness in kindergarten may offer an engaging way to enhance social skills while providing technology integration. This study contributes to social change by improving teacher knowledge of technology-assisted strategies for social and literacy skills among less advantaged populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10