Date of Award
2003
Degree Name
Communication Disorders
College
College of Health Professions
Type of Degree
M.S.
Document Type
Thesis
First Advisor
Mary E. Reynolds
Second Advisor
Kathryn Chezik
Fourth Advisor
Karen McComas
Abstract
Reading, a vitally important skill, develops early in a young child’s life. Research suggests that strong phonological awareness and narrative skills predict reading success. Using children’s literature that emphasized either rhymes (one of the earliest phonological awareness skills to emerge) or narrative structure, this study examined the effect of explicit teaching of rhymes and narrative structure on young children’s improvement in the ability to recognize and generate rhyming words and on improvement in the sophistication of narrative retellings. The results of this study, as well as the implications these findings have for speech-language pathologists and the need for further research, are discussed.
Subject(s)
Reading (Preschool) - Activity programs.
Reading - Study and teaching (Preschool).
Recommended Citation
Callihan, Kristie Dawn, "Emergent Literacy Activities in Preschool Years : The Effects of Explicit Instruction on Rhyming and Narrative Development" (2003). Theses, Dissertations and Capstones. 521.
https://mds.marshall.edu/etd/521
