MS (Master of Science)
Date of Award
Committee Chair or Co-Chairs
A. Lynn Williams
Jennifer Chisler Borsch, Martha Coutinho
The purpose of this study was to investigate if there is an additive benefit in training Emergent Literacy (EL) skills with typically developing preschoolers using a combined intervention approach, Dialogic Reading (DR) plus classroom Phonological Awareness (CL), than a single intervention approach providing only DR training.
The study consisted of 8 preschoolers (5 DR+CL, 3 DR). The classroom PA training was conducted 3 times a week for 5 weeks for 20 minutes, using play-based activities. The DR training programs were held once a week for 5 weeks for 90 minutes teaching strategies that could be used in the home environment.
The combined treatment group, DR + CL, demonstrated significant gains in pre-post performance on one of the pre-literacy test measures. The DR group alone demonstrated a pre-post difference that approached significance on one of the pre-literacy measures. No significant differences were obtained between the groups on the other test measures.
Thesis - unrestricted
Wilhjelm, Karen Nicole, "Contexts for Facilitating Emergent Literacy in Typically Developing Preschoolers." (2004). Electronic Theses and Dissertations. Paper 861. https://dc.etsu.edu/etd/861
Copyright by the authors.