Title
Linking Phonological Awareness and Reading Abilities
Date of Award
2019
Document Type
Research Project
Degree Name
Master of Education (MEd)
Department
Education
Abstract
Reading achievement is essential in the early years. One potential way to increase early reading skills is through phonological awareness. Phonological awareness is the ability to manipulate words and sounds. This study examined 19 first grade students from a K-6 elementary school in northern New England. All students were provided with a daily five- to ten-minute intervention in phonological awareness. Pre- and post-intervention each child was assessed using the Phonological Awareness Skills Test and general running record forms to determine their grade level in reading. The study found that direct instruction in phonological awareness improved early reading abilities. Of the 79% of students reading below level at the beginning of the study, only 21% were still below level at the end of the study. It is suggested that early childhood teachers provide direct phonological awareness instruction to their students to improve early reading skills.
Recommended Citation
Cloutier, Victoria, "Linking Phonological Awareness and Reading Abilities" (2019). M.S.Ed. in Early Childhood Research Projects. 37.
https://scholarworks.umf.maine.edu/ech_projects/37
