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The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders
The study aimed to determine the effectiveness of a multi-sensory phonological awareness and letter knowledge programme for disadvantaged first graders. One control group and one experimental group, each consisting of 20 children, were matched for age, gender, school readiness, socio-economic status...
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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Division of Communication Sciences and Disorders
2017
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| _version_ | 1867613267224952832 |
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| access_status_str | Open Access |
| author | Nadler-Nir, Elizabeth Francis |
| author2 | Tuomi, Seppo K |
| author_browse | Nadler-Nir, Elizabeth Francis Tuomi, Seppo K |
| author_facet | Tuomi, Seppo K Nadler-Nir, Elizabeth Francis |
| author_sort | Nadler-Nir, Elizabeth Francis |
| collection | Thesis |
| description | The study aimed to determine the effectiveness of a multi-sensory phonological awareness and letter knowledge programme for disadvantaged first graders. One control group and one experimental group, each consisting of 20 children, were matched for age, gender, school readiness, socio-economic status and phonological awareness. Twenty-nine sessions of phonological awareness and letter knowledge training were administered to the experimental group while the control group received vocabulary stimulation activities for the same length of time. Results indicated that the programme was highly effective in improving phonological awareness, letter knowledge, reading and spelling skills. The experimental group scored significantly higher than the control group on simple phonological awareness tasks such as segmenting the sounds in a word, letter knowledge and in their ability to read and spell real and pseudowords. The results are discussed in terms of the importance of both phonological awareness and letter knowledge in the process of literacy acquisition. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/26332 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:25.185Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | Division of Communication Sciences and Disorders |
| publisherStr | Division of Communication Sciences and Disorders |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/26332 The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders Nadler-Nir, Elizabeth Francis Tuomi, Seppo K Speech-Language Pathology The study aimed to determine the effectiveness of a multi-sensory phonological awareness and letter knowledge programme for disadvantaged first graders. One control group and one experimental group, each consisting of 20 children, were matched for age, gender, school readiness, socio-economic status and phonological awareness. Twenty-nine sessions of phonological awareness and letter knowledge training were administered to the experimental group while the control group received vocabulary stimulation activities for the same length of time. Results indicated that the programme was highly effective in improving phonological awareness, letter knowledge, reading and spelling skills. The experimental group scored significantly higher than the control group on simple phonological awareness tasks such as segmenting the sounds in a word, letter knowledge and in their ability to read and spell real and pseudowords. The results are discussed in terms of the importance of both phonological awareness and letter knowledge in the process of literacy acquisition. 2017-11-16T13:50:07Z 2017-11-16T13:50:07Z 1997 2017-04-06T14:23:40Z Master Thesis Masters MSc (Med) http://hdl.handle.net/11427/26332 eng application/pdf Division of Communication Sciences and Disorders Faculty of Health Sciences University of Cape Town |
| spellingShingle | Speech-Language Pathology Nadler-Nir, Elizabeth Francis The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders |
| thesis_degree_str | Master's |
| title | The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders |
| title_full | The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders |
| title_fullStr | The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders |
| title_full_unstemmed | The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders |
| title_short | The effectiveness of a multi-sensory phonological awareness and letter knowledge training programme for disadvantaged first graders |
| title_sort | effectiveness of a multi sensory phonological awareness and letter knowledge training programme for disadvantaged first graders |
| topic | Speech-Language Pathology |
| url | http://hdl.handle.net/11427/26332 |
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