handout 185515

Information about handout 185515

Published on September 13, 2007

Author: Sabatini

Source: authorstream.com

Content

Twinkle, Twinkle Little StarPhonological Awareness Will Get Me Far:  Twinkle, Twinkle Little Star Phonological Awareness Will Get Me Far Jessica Riddle, B.S. Kathryn Polmanteer, Ph.D., CCC-SLP Abstract:  Abstract This study investigated the effect of phonological awareness training on childcare providers who voluntarily attended a phonological awareness training session Purpose The purpose of this study is to determine if phonological awareness training for childcare providers increases their understanding and knowledge of phonological awareness. Background:  Background 100,000 children under the age of six are receiving childcare by someone other than a parent or relative in the state of Kentucky (Childress, 1999) Studies have found that higher quality childcare is associated with a variety of better cognitive and socioemotional outcomes for children. Studies used with staff volunteering for participation found that in-service training is an effective way to educate staff on language. U.S. Department of Education reported that 93% of childcare teachers had some child-related training; 36% had a formal, college-level teacher preparation; and 24% held a credential from a professional organization Studies have linked Phonological Awareness abilities to literacy success. Studies incorporating phonological awareness activities with children have shown an increase in these children’s phonological awareness abilities. Method:  Method Two groups of childcare providers in two different counties were participants in this study. Group A received a two hour in-service on phonological awareness and how to implement it into a childcare setting. Group B, the control group received no training Self-developed multiple choice phonological awareness assessment. In-service performed by the primary researcher Method:  Method Experimental Group 6 participants Age 20 – 56 years Mean=35 Mean Length of Employment 2.75 years Education level 8th grade – 12th grade No college Control Group 5 participants Age 21 – 37 years Mean = 23.6 Mean Length of Employment 3.9 years Some college – Bachelor’s degree Phonological Awareness Presentation OutlinePhonological Awareness Training and the Implications for Childcare ProvidersJessica Riddle:  Phonological Awareness Presentation Outline Phonological Awareness Training and the Implications for Childcare Providers Jessica Riddle I. Introduction of study A. Introduction of presenter and explanation of events. II. Administration of Phonological Awareness Assessment A. Administer pre-test assessment III. What is Phonological Awareness? A. Definition of phonological awareness B. Typical phonological awareness development in children. C. Typical language development in children. D. How children learn language. E. Sounds versus Letters IV. Research A. Phonological Awareness B. Phonological Awareness and Literacy C. Implementation of Phonological Awareness in childcare settings. Phonological Awareness Presentation OutlinePhonological Awareness Training and the Implications for Childcare ProvidersJessica Riddle:  Phonological Awareness Presentation Outline Phonological Awareness Training and the Implications for Childcare Providers Jessica Riddle V. Learning how to implement phonological awareness A. Phonological Awareness Activities for: 1. Infants to 1 year olds 2. 2 year olds 3. 3 year olds 4. 4 year olds 5. 5-6 year olds 6. 6-8 year olds B. Ways to encourage language development C. Sample curriculum for incorporating phonological awareness D. Practice tasks where participants implement activities previously taught. E. Resources (websites and books) VI. Question and Answer Session VII. Administration of Post-test Assessment VIII. Closing and Thanks for Participation Phonological Awareness AssessmentCreated by: Jessica Riddle:  Phonological Awareness Assessment Created by: Jessica Riddle Please circle the best answer for each question and write the corresponding letter on the line provided: Please Use Capital Letters! _____ 1. Phonological Awareness is: a. knowing different sounds b. children’s knowledge that sounds form words c. phonics d. knowing the letters of the alphabet. _____ 2. A rhyme is: a. two words that have the same ending letters b. two words that sound alike c. words that have the same ending sound d. more than two words with different spellings _____ 3. One of the earliest phonological awareness skills exhibited by children is: a. rhyming and alliteration b. sounding words out c. saying their ABC’s d. reading Phonological Awareness AssessmentCreated by: Jessica Riddle:  Phonological Awareness Assessment Created by: Jessica Riddle _____ 4. Phonological awareness can only occur in very structured settings much like children experience in school and can only take place with children who can read. a. True b. False _____ 5. How many sounds are in the word mister? a. 5 b. 6 c. 7 d. 3 _____ 6. The final sound in the word honey is: a. y b. ee Phonological Awareness AssessmentCreated by: Jessica Riddle:  Phonological Awareness Assessment Created by: Jessica Riddle _____ 7. How many syllables are in the word elephant? a. 4 b. 5 c. 3 d. 1 _____ 8. What is the first sound in the word phone? a. p b. f c. ph d. n _____ 9. Phonological awareness activities can be used with children of all ages and in all settings? a. True b. False _____ 10. I believe that at this moment I would be able to use phonological awareness activities in the childcare I am currently working. a. True b. False (No right or wrong answer.) Discussion:  Discussion Overall, Control group participants performed better on pre-test measures than participants in Experimental group. Results from study appear to indicate that the implementation of a two-hour in-service did not increase provider’s in the Experimental groups knowledge. Findings of this study are not congruent with findings from previous studies. Discussion:  Discussion Motivation of participants or researcher may have affected results. The length and type of in-service may have also affected results Differences between the two participating facilities not controlled could have affected the results. Results:  Results Percentage correct by Group A Percentage correct by Group B References:  References Childress, M. (1999). Child Care in Kentucky: Current Status and Future Improvements. Frankfort, KY. Peisner-Feinberg, E.S. andamp; Burchinal, M.R., (1997). Relations between preschool children’s child-care experiences and concurrent development: The cost, quality, and outcomes study. Merrill-Palmer Quarterly, 43, 451-477.Girolametto, Weitzman and Greenberg, 2003 Start Early, Finish Strong: How to help Every Child Become a Reader (http://www.ed.gov/pubs/startearly/ch_2.html) Retrieved, December 2003. any reference used throughout must be listed here; don’t use anything here not listed n the text Contact Information:  Contact Information If you have additional questions or need more information contact: Jessica Riddle [email protected] Kathryn Polmanteer [email protected]

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