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Scaffolding Preschoolers' Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes

Durst, Elizabeth Ann
http://rave.ohiolink.edu/etdc/view?acc_num=osu1368707491

Abstract Details

2013, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
This study examined the effectiveness of a sound box intervention that incorporated scaffolding procedures on preschoolers’ phoneme segmentation skills. The participants consisted of four African-American preschool students attending a Head Start center and who had difficulty acquiring phonemic awareness skills as measured by the DIBELS and Get it Got Go! assessments. An intervention was employed which utilized a sound box and scaffolding procedures to improve preschool participants’ performance on a phoneme segmentation task. Briefly, a sound box is a drawn rectangle with divided sections according to the number of phonemes in a word. Participants were required to slide tokens in respective divided sections as they articulated/segmented each sound in a word. Verbal as well as visual supports associated with the sound box technique were gradually faded in a systematic way (i.e., scaffolding) to assist children in segmenting phonemes without the use of those supports. A multiple probe design across four participants was used to measure the effects of the intervention. All participants improved in trend and level during intervention phases in contrast to their performance in the baseline phase. Participants were able to segment phonemes when verbal and visual supports were gradually removed, and generalized segmenting phonemes in words that were directly taught during intervention phases to words that were not directly taught during intervention phases. Implications for practitioners and future directions are discussed.
Laurice Joseph, Ph.D. (Advisor)
Antoinette Miranda, Ph.D. (Committee Member)
Laurice Joseph, Ph.D. (Committee Member)
158 p.
Education
phonemes; phoneme segmentation; early literacy; preschool; preschoolers; phonological awareness; scaffolding; prompt fading; Head Start

Recommended Citations

Citations

  • Durst, E. A. (2013). Scaffolding Preschoolers' Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368707491

    APA Style (7th edition)

  • Durst, Elizabeth. Scaffolding Preschoolers' Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes . 2013. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1368707491.

    MLA Style (8th edition)

  • Durst, Elizabeth. "Scaffolding Preschoolers' Acquisition, Maintenance, and Generalization of Phoneme Segmentation Skills Using Sound Boxes ." Doctoral dissertation, Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368707491

    Chicago Manual of Style (17th edition)

osu1368707491
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© 2013, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.