The efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficulties

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dc.contributor.authorHodgins, Helena
dc.contributor.supervisorHarrison, Gina
dc.date.accessioned2014-12-23T20:56:27Z
dc.date.available2014-12-23T20:56:27Z
dc.date.copyright2014en_US
dc.date.issued2014-12-23
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractPrograms to support early literacy development are implemented regularly in the schools without research on their efficacy. This study examined the efficacy of a commonly used program for struggling readers. Twelve kindergarten children who were at-risk for reading difficulties took part in a 10 week intervention program called Talking Tables. Twelve kindergarten children, also at-risk for reading difficulties were the control group, and received no intervention. The children in the intervention group made significant gains in phonological awareness. The results suggest that the Talking Tables is effective as an early intervention in developing phonological awareness skills in kindergarten children that are at-risk for reading difficulties.en_US
dc.description.proquestcode0535en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5808
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectphonological awarenessen_US
dc.subjectkindergarten childrenen_US
dc.subjectdyslexiaen_US
dc.subjectoral languageen_US
dc.subjectinterventionen_US
dc.subjecttalking tablesen_US
dc.subjectreadingen_US
dc.titleThe efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficultiesen_US
dc.typeThesisen_US

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