The Stop and Go Phonemic Awareness Game: Providing Modeling, Practice, and Feedback

Autor/inn/en	Allor, Jill Howard; Gansle, Kristin A.; Denny, R. Kenton
Titel	The Stop and Go Phonemic Awareness Game: Providing Modeling, Practice, and Feedback
Quelle	In: Preventing School Failure, 50 (2006) 4, S.23-30 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Phonemes; Educational Games; Kindergarten; Intervention; Emergent Literacy; Curriculum Based Assessment; Instructional Effectiveness; Student Improvement; Paraprofessional School Personnel + Suchen Sie Ihr Suchwort? Fonem; Educational game; Lernspiel; Frühleseunterricht; Unterrichtserfolg
Abstract	The authors demonstrate the use of curriculum-based measurement, specifically Dynamic Indicators of Basic Early Literacy Skills (DIBELS), to identify and evaluate the progress of 6 kindergarten students who are experiencing difficulty with phonemic awareness. The Stop and Go Game, a blending and segmenting intervention, is individually implemented by a paraprofessional for an average of approximately 26 minutes per day per student. A multiple-baseline design is used to evaluate the effects of the intervention on phoneme segmentation fluency over the course of the study. With minimal training, the paraprofessional provides individual phonemic awareness instruction using the specified intervention with integrity. All students made gains in phoneme segmentation fluency, with most reaching and exceeding benchmark. The author discusses implications of the study for practice, limitations of the study, and directions for future research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10