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

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dc.contributor.advisorHolt, Aimee
dc.contributor.authorSwagler, Emily Claire
dc.contributor.committeememberRust, James
dc.contributor.committeememberMarshall, Seth
dc.contributor.committeememberHolt, Aimee
dc.contributor.departmentPsychologyen_US
dc.date.accessioned2016-08-15T15:07:39Z
dc.date.available2016-08-15T15:07:39Z
dc.date.issued2016-07-22
dc.description.abstractThis 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.degreeM.A.
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/5043
dc.publisherMiddle Tennessee State University
dc.subjectBasic
dc.subjectIntervention
dc.subjectPhonemic Awareness
dc.subjectPhonics
dc.subjectReading
dc.subjectWord
dc.subject.umiPsychology
dc.subject.umiReading instruction
dc.thesis.degreegrantorMiddle Tennessee State University
dc.thesis.degreelevelMasters
dc.titleBASIC WORD READING INTERVENTION: EFFECTS OF PHONEMIC AWARENESS AND PHONICS INSTRUCTION
dc.typeThesis

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