Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Intervention

Autor/inn/en	Olszewski, Arnold; Soto, Xigrid; Goldstein, Howard
Titel	Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Intervention
Quelle	26 (2017) 3, S.769-790 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Feedback (Response); Phonological Awareness; Preschool Children; Preschool Education; Alphabets; Knowledge Level; Time; Experiments; Intervention; Small Group Instruction; Elementary School Students; Emergent Literacy; Reading Fluency; Reading Tests; Language Tests; Pretests Posttests; Scores; Effect Size; Check Lists; Observation; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Buchstabenschrift; Wissensbasis; Zeit; Erprobung; Frühleseunterricht; Lesetest; Language test; Sprachtest; Checkliste; Beobachtung
Abstract	Purpose: This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small group phonological awareness intervention for preschoolers. Method: Two experiments were conducted using multiple baseline designs across children and behaviors. Letter name and sound identification and performance on a phonological awareness fluency measure served as the primary outcome variables. Six children completed Experiment 1. A progressive time delay was added to instructive feedback to elicit a response from the 9 children in the second experiment. Results: In the first experiment, 6 children demonstrated gains on phonological awareness but not alphabet knowledge. With the addition of progressive time delay in the second experiment, all 9 children demonstrated gains on letter name and sound identification as well as phonological awareness skills. Conclusions: Progressive time delay to prompt children's responses appears to bolster the effects of instructive feedback as an efficient strategy for modeling alphabet skills within a broader early literacy curriculum. Modeling alphabet skills did not detract from, and may have enhanced, phonological awareness instruction for preschoolers. [This article was published in "American Journal of Speech-Language Pathology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01