A Study of the Impact of Neurological Impress on Phonemic Segmentation Fluency

Autor/in	Brizill, Nicole Lynn
Titel	A Study of the Impact of Neurological Impress on Phonemic Segmentation Fluency
Quelle	(2022), (62 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2794-3
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Young Children; School Readiness; Reading Skills; Reading Fluency; Phonological Awareness; Oral Reading; Reading Comprehension; Reading Instruction; Teaching Methods; Elementary School Students; Emergent Literacy; Reading Tests; Benchmarking; Progress Monitoring; Delaware; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühe Kindheit; Readiness for school; School ability; Schulreife; Reading skill; Lesefertigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Lesetest
Abstract	Due to barriers to kindergarten readiness, many kindergarten students do not enter kindergarten with the prerequisite skills needed for reading. A number of students do not leave kindergarten with adequate reading skills needed for future success. As a result, students are ill-prepared for first grade and are at risk for future reading failure. Since phonological awareness is a very critical building block of the reading foundation, it is necessary for students to acquire this knowledge in kindergarten. Research shows success with gaining oral reading fluency when treated with the neurological impress technique (NIM). The neurological impress technique plus (NIM+) proved useful for improving fluency with comprehension. The purpose of this study was to examine the effects of using a combination of phoneme etching, using a modified neurological impress technique, with sound boxes, and the gradual release model to teach phonological awareness to kindergarten students. The study took place in an early childhood center of kindergarten students in Delaware's suburban, Title I school. Literacy gains were measured using the DIBELS 8th benchmark assessments, as well as DIBELS 8 progress monitoring. The researcher reported on the impact of the intervention over three months. Recommendations and implications for intervention practices during kindergarten literacy interventions, as well as the practicality for use in the classroom, are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01