Modeling Alphabet Skills as Instructive Feedback Within a Phonological Awareness Intervention
Document Type
Article
Publication Date
2017
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.
Citation / Publisher Attribution
American Journal of Speech-Language Pathology, v. 26, issue 3, p. 769-790
Scholar Commons Citation
Olszewski, Arnold; Soto, Xigrid; and Goldstein, Howard, "Modeling Alphabet Skills as Instructive Feedback Within a Phonological Awareness Intervention" (2017). Dean's Office Publications. 54.
https://digitalcommons.usf.edu/dean_cbcs/54
