Publication Date

2000

Document Type

Dissertation/Thesis

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Teacher Education

LCSH

English language--Phonology--Study and teaching (Early childhood)--Illinois||Kindergarten--Illinois||First grade (Education)--Illinois||Early childhood education--Illinois

Abstract

The content of four phonological awareness training programs was analyzed according to six principles of effective instructional design related to teaching students at-risk for reading failure. The four programs analyzed were selected because they are readily available and are grounded, at least in part, by research. All of the programs were comprehensive, but showed some differences in skill emphasis. Three of the programs also provided strong components in the areas of scaffolding, integration of skills, conspicuously taught strategies, and judicious review. However, large differences were found in the format of each program. Adaptations related to improving instruction for at-risk learners are presented for each program.

Comments

Includes bibliographical references (pages [67]-70)

Extent

v, 98 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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