Phonemic Awareness Assessment In Kindergarteners

2160 Words 9 Pages
Methodology Chapter

Introduction In this chapter, the researcher will identify and describe the methods which will be used to assess and collect data through action research to view the impact that phonemic awareness instruction techniques have on kindergarteners, both quantitatively for reading skills and qualitatively for student motivation. In order to gain some insight of the effectiveness that phonemic awareness has on the reading development of kindergarteners, the researcher will look comparatively at assessments, as well as instructional interventions on letter-sound recognition, the onset of rimes, phonics, and the decoding of sounds, syllables, and words discussed in depth in the previous chapter of this proposal. The hypothesis
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An action research plan is necessary for the quantitative and qualitative design of this study due to the urgency of the problem and the proposed solution under investigation. As phonemic awareness instruction in the area of letter-sound recognition becomes a more integral part on acquiring fundamental reading skills, exploration over explicit instructional techniques to determine their effectiveness require experimentation so that the data may be examined. Through action research, the proposed intervention of phonemic awareness training may be questioned as to make comparative conclusions related to instructional techniques commonly used. Furthermore, the action research will be used to examine the quantitative aspect of the effectiveness of the implementation of phonemic awareness instruction in kindergarten has on acquiring fundamental reading skills through MAP test scores and the correlation of the intervention to student motivation to …show more content…
The recognition of rhyme serves as the pre-entry point to phonics. By working with rhyme, students begin to attend to the way language sounds, as opposed to meaning. The strategy the teacher will instruct for rhymes will be fun, as well as engaging for the students. Because when students are having fun, they don’t realize they are learning. The sample lesson model is called, The Hungry Thing, based on the children’s book by Jan Slepian and Ann Seidler. The object of this teaching tool is for the teacher to say a word and then the students have to name a rhyming word to feed “the hungry thing”. This particular teaching tool focuses on single-syllable words that begin with a single consonant, such as “cat”. Once students become adept to this type of word, the teacher can use the same game as a model, but increase the complexity of the words used for rhyming, such as

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