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Why Johnny Isn't Ready for Kindergarten: A Study of Phonological Awareness Methodology in Pre-Kindergarten Programs in the Mid-Ohio Valley Region of Appalachia
| Title: | Why Johnny Isn't Ready for Kindergarten: A Study of Phonological Awareness Methodology in Pre-Kindergarten Programs in the Mid-Ohio Valley Region of Appalachia |
| Author: | Backus, Carolyn S. |
| Description: | Phonological awareness is one of the areas of early literacy that is a good predictor of later success in reading. The purpose of this study was to evaluate a representative group of pre-kindergarten classrooms in the Mid-Ohio Valley region of Appalachia. The researcher looked at the methods used by teachers to explicitly and implicitly teach phonological awareness in their classrooms. A Likert scale survey was administered to investigate methodology used by teachers to expose students to these skills in the classroom. Teachers answered questions that focused on their use of strategies to develop early literacy skills such as phoneme and grapheme recognition, segmentation, blending, rhyming, and syllabication. The results suggest that the pre-kindergarten programs currently in operation are inadequate in their teaching of early literacy phonological skills. Results further indicate that teachers are teaching with old reading readiness paradigms rather than research-based early literacy exposure paradigms. |
| Permanent Link: |
http://rave.ohiolink.edu/etdc/view?acc_num=marietta1111507056
http://hdl.handle.net/2374.OX/4215 |
| Date: | 2005 |
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