Graduation Year
2005
Document Type
Ed. Specalist
Degree
Ed.S.
Degree Granting Department
Psychological and Social Foundations
Major Professor
Kelly A. Powell-Smith, PhD.
Committee Member
Kathy Bradley-Klug. Ph.D.
Committee Member
Linda Raffaele Mendez, Ph.D.
Keywords
Reading, Parent tutoring, Phonemic awareness, Early literacy, Multiple baseline
Abstract
This study examined the efficacy of the Sound Foundations program, implemented by parents, for increasing phonological awareness (PA). Three kindergarten students identified with PA deficits and their mothers served as participants. Parents implemented Sound Foundations twice per week for five and a half weeks. The effects of the intervention were evaluated using a multiple baseline across participants design. PA was measured using the Phoneme Segmentation Fluency measure of the Dynamic Indicators of Basic Early Literacy Skills. Results showed that two students showed increases over time in phonemes per minute after the parent intervention. A third student did not show substantial mprovement. None of the students reached established levels of PA. Treatment integrity and social validity data also were collected. These data indicated that parent participants carried out the intervention appropriately and that both parents and student liked the intervention program.
Scholar Commons Citation
Ofiara, Andrea, "The Effects of a Parent Intervention on the Phonological Awareness Skills of Kindergarten Students" (2005). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/797
