Odum Library
dc.contributor.author | Tillman, Patricia | en_US |
dc.coverage.spatial | Northeast Georgia | en_US |
dc.coverage.temporal | 2001-2003 | en_US |
dc.date.accessioned | 2009-09-18T15:44:23Z | en_US |
dc.date.accessioned | 2009-09-30T15:58:35Z | en_US |
dc.date.accessioned | 2011-03-02T17:29:11Z | |
dc.date.available | 2009-09-18T15:44:23Z | en_US |
dc.date.available | 2009-09-30T15:58:35Z | en_US |
dc.date.available | 2011-03-02T17:29:11Z | |
dc.date.issued | 2003-05 | en_US |
dc.identifier.uri | http://hdl.handle.net/10428/131 | en_US |
dc.description.abstract | This qualitative research project examined the effects and outcomes of using computer-assisted instruction (CAI) to facilitate phonological awareness in students who have speech-language impairments. A review of the literature revealed that phonological awareness is a reliable predictor of future reading success and that a planned method of phonological awareness training can prevent reading failure. Furthermore, the literature supplied convincing evidence that CAI can enhance reading instruction to promote increased achievement, especially in at-risk populations. Ten kindergarten students who met Georgia eligibility for the SI program and received speech-impaired resource for one hour per week participated in this study. These students worked for approximately two days a week interacting with the rhyming, blending, and segmentation components of an interactive phonological awareness software program. Pre- and posttests were administered to measure changes in phonological awareness. Students were observed throughout the project and interviewed upon completion of four weeks of program use. The speech-language pathologists in the school district indicated in a survey that the majority uses the program weekly or monthly. Based upon observations, test data, and interviews, the rhyming, segmentation, and blending ability of students appeared to improve as a result of the intervention; however, due to the single-group, pre and posttest design of this study, caution should be used in interpreting these results. The results of this action research were communicated through a learning community celebration. The stakeholders stated that they would like to purchase the program for their classroom use for the 2003-2004 school year. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Valdosta State University | en_US |
dc.rights | Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law. | en_US |
dc.subject | Computer-assisted instruction | en_US |
dc.subject | Speech-language impairments | en_US |
dc.subject | Phonological awareness | en_US |
dc.title | Computerized Phonological Awareness Training for Kindergarten Students with Speech-Language Impairments | en_US |
dc.type | Thesis | en_US |
dc.contributor.department | Curriculum and Instructional Technology | en_US |
dc.description.advisor | Zahner, Jane | en_US |
dc.description.committee | Brovey, Andrew J. | en_US |
dc.description.committee | Leader, Lars F. | en_US |
dc.description.degree | Ed.S. | en_US |
dc.description.major | Instructional Technology | en_US |