- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Theses and Dissertations /
- Play in modified learning centres on the development...
Open Collections
UBC Theses and Dissertations
UBC Theses and Dissertations
Play in modified learning centres on the development and transfer of phonemic awareness to kindergarten spelling Regush, Nicole
Abstract
As many as thirty percent of students graduating from high school today have poorly developed literacy skills. As recently as ten years ago, kindergarten teachers were discounting phonemic awareness as insignificant to the development of early literacy when research accredits phonemic facility as pivotal i n the process. This study was designed to modify and assess the use of learning centers as a teaching strategy to develop phonemic awareness and conventional spelling in kindergarten children. Sixteen kindergarten children served as the intervention class and fourteen children served as the control group (chronological age between 71.68 and 73.18 months, nonsignificant differences in ages). Over seven weeks, children in the intervention class interacted in three literacy-dependent learning centers. Children in the control group were not exposed to the learning centers. Based on previous research, it was hypothesized that intervention would result in an increase in phonemic skills and would transfer to, and enhance, conventional spelling. Results revealed a significant effect on phonemic awareness skills, specifically blending, sound isolation and segmenting. No significant effect was noted in spelling performance, although the intervention group manifested the greatest increases in literacy-related play and use of phonemic awareness during free play. Comparison of high-literacy and lowliteracy children suggests that the low-literacy intervention group children experienced the greatest gains (although not always significant) in phonemic skills, spelling, selection of literacy activities and use of phonemic skills during literacy activities. Further investigations would require a modification of the teaching strategy to explicitly demonstrate the transfer and application of phonemic awareness to the context of conventional spelling, a longer period of observation, and a more detailed analysis of the graphophonemic skills of the participants.
Item Metadata
Title |
Play in modified learning centres on the development and transfer of phonemic awareness to kindergarten spelling
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
2000
|
Description |
As many as thirty percent of students graduating from high school today have poorly
developed literacy skills. As recently as ten years ago, kindergarten teachers were
discounting phonemic awareness as insignificant to the development of early literacy
when research accredits phonemic facility as pivotal i n the process. This study was
designed to modify and assess the use of learning centers as a teaching strategy to
develop phonemic awareness and conventional spelling in kindergarten children.
Sixteen kindergarten children served as the intervention class and fourteen children
served as the control group (chronological age between 71.68 and 73.18 months,
nonsignificant differences in ages). Over seven weeks, children in the intervention class
interacted in three literacy-dependent learning centers. Children in the control group were
not exposed to the learning centers.
Based on previous research, it was hypothesized that intervention would result in an
increase in phonemic skills and would transfer to, and enhance, conventional spelling.
Results revealed a significant effect on phonemic awareness skills, specifically blending,
sound isolation and segmenting. No significant effect was noted in spelling performance,
although the intervention group manifested the greatest increases in literacy-related play
and use of phonemic awareness during free play. Comparison of high-literacy and lowliteracy
children suggests that the low-literacy intervention group children experienced
the greatest gains (although not always significant) in phonemic skills, spelling, selection
of literacy activities and use of phonemic skills during literacy activities.
Further investigations would require a modification of the teaching strategy to explicitly
demonstrate the transfer and application of phonemic awareness to the context of
conventional spelling, a longer period of observation, and a more detailed analysis of the
graphophonemic skills of the participants.
|
Extent |
3689594 bytes
|
Genre | |
Type | |
File Format |
application/pdf
|
Language |
eng
|
Date Available |
2009-07-13
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
DOI |
10.14288/1.0055005
|
URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
2000-11
|
Campus | |
Scholarly Level |
Graduate
|
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.