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A phonemic awareness intervention fo...

MacCoubrey, Sharon.

A phonemic awareness intervention for at-risk second language readers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A phonemic awareness intervention for at-risk second language readers./
Author:	MacCoubrey, Sharon.
Description:	127 p.
Notes:	Source: Masters Abstracts International, Volume: 42-04, page: 1114.
Contained By:	Masters Abstracts International42-04.
Subject:	Education, Reading. -
Online resource:	Download fulltext (下載全文)
ISBN:	061286149X

A phonemic awareness intervention for at-risk second language readers.
MacCoubrey, Sharon.

A phonemic awareness intervention for at-risk second language readers. - 127 p.

Source: Masters Abstracts International, Volume: 42-04, page: 1114.

Thesis (M.Ed.)--Queen's University at Kingston (Canada), 2003.

The purpose of this study was to evaluate the cross-linguistic effects of a second language (L2) phonemic awareness (PA) intervention in blending and segmentation with letter-sound association instruction on at-risk readers' PA, letter-sound knowledge, and reading scores in English and French. From a sample of 106 French Immersion kindergarteners, 46 students with poor English PA skills and letter knowledge were selected as at-risk and assigned to one of two groups. The treatment group received instruction in French phoneme blending and segmentation. Control group participated in oral French language activities. After the 12 week intervention, the treatment group was significantly better than the control group on phoneme blending and elision in both English and French and in English reading scores; however, no significant differences were observed on French word reading and letter-sound correspondence at posttest. Education implications are discussed.

ISBN: 061286149XSubjects--Topical Terms:

1000005408
Education, Reading.

A phonemic awareness intervention for at-risk second language readers.
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100 1 $a MacCoubrey, Sharon. $3 1000005704
245 1 2 $a A phonemic awareness intervention for at-risk second language readers.
300 $a 127 p.
500 $a Source: Masters Abstracts International, Volume: 42-04, page: 1114.
502 $a Thesis (M.Ed.)--Queen's University at Kingston (Canada), 2003.
520 $a The purpose of this study was to evaluate the cross-linguistic effects of a second language (L2) phonemic awareness (PA) intervention in blending and segmentation with letter-sound association instruction on at-risk readers' PA, letter-sound knowledge, and reading scores in English and French. From a sample of 106 French Immersion kindergarteners, 46 students with poor English PA skills and letter knowledge were selected as at-risk and assigned to one of two groups. The treatment group received instruction in French phoneme blending and segmentation. Control group participated in oral French language activities. After the 12 week intervention, the treatment group was significantly better than the control group on phoneme blending and elision in both English and French and in English reading scores; however, no significant differences were observed on French word reading and letter-sound correspondence at posttest. Education implications are discussed.
590 $a School code: 0283.
650 4 $a Education, Reading. $3 1000005408
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710 2 0 $a Queen's University at Kingston (Canada). $3 1000005705
773 0 $t Masters Abstracts International $g 42-04.
790 $a 0283
791 $a M.Ed.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ86149 $z Download fulltext (下載全文)