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- Creator:
- Ford, Linda
- Description:
- Learning to read is the cornerstone of every child’s education. However, many students struggle to learn to read in their primary education years, resulting in frustration, lost learning opportunities and decreased exposure to academic vocabulary. The purpose of this project was to create a professional development workshop focused on increasing knowledge of foundational reading instructional skills among primary grades teachers. The goal was focused on increasing teacher understanding of the critical role phonological awareness plays in reading development, paired with evidence-based, multi-sensory instructional strategies and curriculum available to teachers. The multilayered professional development activities, spanning a nine-month school year were augmented with a website for teachers to access for collegial collaboration, via an online forum focused on reading development. The expected outcome of this project was to buttress essential phonological awareness instruction in the primary grades, thereby promoting increased reading achievement among all first grade students.
- Resource Type:
- Project
- Campus Tesim:
- San Marcos
- Department:
- Reading, Language and Literacy
- Creator:
- Baltazar, Amy
- Description:
- The purpose of this project was to create a handbook to assist parents of first grade students with reinforcing foundational reading skills. This handbook was developed based on Common Core Standard requirements. It includes instructional guidance, user friendly directions, and tools needed to implement supportive reading strategies at home.
- Resource Type:
- Graduate project
- Campus Tesim:
- Pomona
- Department:
- Education
- Creator:
- Gorgyan, Satine
- Description:
- This project provides an analysis of phonemic awareness enhancement through co-equal music integration and examines the issue of teacher mandates that inhibit sufficient instruction time in other content areas such as music instruction. The research suggests that particular music skills can enhance phonological awareness such as, pitch, rhythm, and recognizing patterns in music. It has also been suggested that structured music and phonemic awareness programs can enhance students' awareness and response to sounds. Previous studies have supported the phenomenon that auditory skills required in language are similar to those required in music. Therefore, offering meaningful music-enhanced activities embedded in the literacy program will optimize the aural experience needed for phonological development and increase music daily music instruction time. This research project will look into the effectiveness of a co-equal music and phonemic awareness integration with primary grade children.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Elementary Education
- Creator:
- Karzin, Jessica
- Description:
- This project provides an analysis of phonemic awareness enhancement through co-equal music integration and examines the issue of teacher mandates that inhibit sufficient instruction time in other content areas such as music instruction. The research suggests that particular music skills can enhance phonological awareness such as, pitch, rhythm, and recognizing patterns in music. It has also been suggested that structured music and phonemic awareness programs can enhance students' awareness and response to sounds. Previous studies have supported the phenomenon that auditory skills required in language are similar to those required in music. Therefore, offering meaningful music-enhanced activities embedded in the literacy program will optimize the aural experience needed for phonological development and increase music daily music instruction time. This research project will look into the effectiveness of a co-equal music and phonemic awareness integration with primary grade children.
- Resource Type:
- Thesis
- Campus Tesim:
- Northridge
- Department:
- Elementary Education
- Creator:
- Withrow, Karla
- Description:
- Research has documented that there is an inconsistency in terms of education requirements for preschool teachers across the nation. This inconsistency brings various levels of knowledge to the classroom, which has a direct impact on students’ learning. Early literacy exposure is fundamental in the preschool years to prepare students with the necessary literacy skills to enter kindergarten and begin learning how to read. One significant early literacy skill that begins to develop between four and five years of age is phonological awareness. Phonological awareness is the understanding of sound sequences in language. This research explored preschool teachers’ understanding of the meaning of phonological awareness and the activities implemented in the classroom to promote development of phonological awareness. An online, open-ended survey was used to gather data from preschool teachers. The data reported that the majority of the participants in the study implemented rhyme, syllable, and phoneme activities to promote development of phonological awareness. There were minimal activities reported focusing on the large unit of language, such as in phrases. The majority of the participants in this study defined phonological awareness as the sound structure of language, with phonemic awareness at the forefront. Phonemic awareness is an advanced concept of phonological awareness that tends to develop toward the end of the preschool years or in the beginning of the kindergarten years. Preschool teachers must be aware of the varying components of phonological awareness ranging from phrases to phonemes, while also consistently assessing their students to ensure that they are developmentally ready to begin learning about language at the phoneme level.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education