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The Incremental Effects of Advanced Phonemic Awareness Training for Struggling Second- and Third Grade Students Receiving Repeated Reading
The Incremental Effects of Advanced Phonemic Awareness Training for Struggling Second- and Third Grade Students Receiving Repeated Reading
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104842
- ISBN
- 9798290935645
- DDC
- 370
- 서명/저자
- The Incremental Effects of Advanced Phonemic Awareness Training for Struggling Second- and Third Grade Students Receiving Repeated Reading
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 147 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: B.
- 주기사항
- Advisor: Klingbeil, David A.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Students who struggle to read text fluently (i.e., quickly and accurately) often receive supplemental reading instruction tailored to their specific skill needs. Some researchers contend that advanced phonemic awareness (Advanced PA) - the ability to perceive and manipulate phonemic sounds without referencing written text - is an important skill target for improving text reading. Advocates for Advanced PA training argue that verbal phoneme manipulation skills can facilitate readers' ability to consolidate words to memory which in turn facilitates automatic word recognition. Others conclude that evidence does not exist to support Advanced PA instruction among readers who can access text, for whom print-based instruction will be more valuable. With data from a statewide supplemental reading program, I used an inverse propensity weighting approach to compare reading fluency gains among struggling second- and third-grade readers who received traditional instruction with or without Advanced PA. Outcome regression models included fixed- or random-effects for school site. Results showed that students who received Fluency instruction with Advanced PA experienced significantly lower reading fluency gains (between -8.52 and -15.80 Words Correct Per Minute) than if they had received only Fluency instruction. Survival analyses extend the consequences of these diminished gains; students who received Advanced PA met intervention exit criteria less frequently and graduated intervention after longer periods of time than their peers in Fluency intervention alone.
- 일반주제명
- Educational psychology
- 일반주제명
- Reading instruction
- 일반주제명
- Quantitative psychology
- 일반주제명
- Language arts
- 키워드
- Propensity score
- 키워드
- Repeated reading
- 기타저자
- The University of Wisconsin - Madison School Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798290935645
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aLatham, Alexander D., IV.
■24510▼aThe Incremental Effects of Advanced Phonemic Awareness Training for Struggling Second- and Third Grade Students Receiving Repeated Reading
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a147 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: B.
■500 ▼aAdvisor: Klingbeil, David A.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aStudents who struggle to read text fluently (i.e., quickly and accurately) often receive supplemental reading instruction tailored to their specific skill needs. Some researchers contend that advanced phonemic awareness (Advanced PA) - the ability to perceive and manipulate phonemic sounds without referencing written text - is an important skill target for improving text reading. Advocates for Advanced PA training argue that verbal phoneme manipulation skills can facilitate readers' ability to consolidate words to memory which in turn facilitates automatic word recognition. Others conclude that evidence does not exist to support Advanced PA instruction among readers who can access text, for whom print-based instruction will be more valuable. With data from a statewide supplemental reading program, I used an inverse propensity weighting approach to compare reading fluency gains among struggling second- and third-grade readers who received traditional instruction with or without Advanced PA. Outcome regression models included fixed- or random-effects for school site. Results showed that students who received Fluency instruction with Advanced PA experienced significantly lower reading fluency gains (between -8.52 and -15.80 Words Correct Per Minute) than if they had received only Fluency instruction. Survival analyses extend the consequences of these diminished gains; students who received Advanced PA met intervention exit criteria less frequently and graduated intervention after longer periods of time than their peers in Fluency intervention alone.
■590 ▼aSchool code: 0262.
■650 4▼aEducational psychology
■650 4▼aReading instruction
■650 4▼aQuantitative psychology
■650 4▼aLanguage arts
■653 ▼aPhonemic awareness
■653 ▼aPropensity score
■653 ▼aReading intervention
■653 ▼aRepeated reading
■653 ▼aSchool psychology
■690 ▼a0525
■690 ▼a0535
■690 ▼a0632
■690 ▼a0279
■71020▼aThe University of Wisconsin - Madison▼bSchool Psychology.
■7730 ▼tDissertations Abstracts International▼g87-02B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359149▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
