Master's Theses

Department

Communication Sciences and Disorders

Degree Name

Master of Liberal Studies (MLS)

Abstract

The relationship between reading and phonological awareness was investigated in two groups of children. Of the 40 children participating in this study, 20 children presented reading deficits and 20 children presented normal reading skills. Six tasks of phonological awareness were administered. (i.e. segmentation, identification, blending, categorization/alliteration, deletion and rhyming) were administered and the correlation of these tasks to reading was determined. The results of this study showed a significant but different relationship between rending and phonological awareness for the two groups. However, segmentation and categorization/ alliteration showed a significant correlation with reading for both groups or subjects. In addition, the total phonological awareness score was significantly correlated with reading for both groups. Differences in the relationship among the phonological awareness skills for the two groups was also demonstrated although categorization/alliteration was found to be significantly correlated with identification and segmentation and categorization/alliteration were significantly correlated with the total phonological score for both groups of subjects. The results of this study are compared to other research which has studied the relationship of reading and phonological awareness skills.

Keywords

Phonological awareness, Speech-Language Pathology, Testing, Demographics, Reykjavík (Iceland), Students, Primary education

Advisor

Dr. Amy Finch

Date of Award

Summer 1999

Document Type

Thesis - campus only access

Rights

© The Author(s)

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