BASIC WORD READING INTERVENTION: EFFECTS OF PHONEMIC AWARENESS AND PHONICS INSTRUCTION

dc.contributor.advisor	Holt, Aimee
dc.contributor.author	Swagler, Emily Claire
dc.contributor.committeemember	Rust, James
dc.contributor.committeemember	Marshall, Seth
dc.contributor.committeemember	Holt, Aimee
dc.contributor.department	Psychology	en_US
dc.date.accessioned	2016-08-15T15:07:39Z
dc.date.available	2016-08-15T15:07:39Z
dc.date.issued	2016-07-22
dc.description.abstract	This study used a single-subject design to measure the effectiveness of a basic word reading intervention that combined direct instruction of phonemic awareness and phonics skills. It was hypothesized that positive effects would be seen in phonemic awareness, phonics, and word reading efficiency. Positive effects were seen on the following curriculum-based measures: (a) Phoneme Segmentation Fluency, g index = +1.67, PND = 0.91; (b) Nonsense Word Fluency, g index = +1.33, PND = 0.73; (c) Word Identification Fluency, g index = +1.00, PND = 0.73.
dc.description.degree	M.A.
dc.identifier.uri	http://jewlscholar.mtsu.edu/handle/mtsu/5043
dc.publisher	Middle Tennessee State University
dc.subject	Basic
dc.subject	Intervention
dc.subject	Phonemic Awareness
dc.subject	Phonics
dc.subject	Reading
dc.subject	Word
dc.subject.umi	Psychology
dc.subject.umi	Reading instruction
dc.thesis.degreegrantor	Middle Tennessee State University
dc.thesis.degreelevel	Masters
dc.title	BASIC WORD READING INTERVENTION: EFFECTS OF PHONEMIC AWARENESS AND PHONICS INSTRUCTION
dc.type	Thesis

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