Date Approved
8-4-2022
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Nancy DeFrance
Second Advisor
Elizabeth Stolle
Academic Year
2021/2022
Abstract
Phonological awareness has become more prevalent in schools over the years, but students with dyslexia and other forms of reading challenges tend to still struggle. One out of three fourth graders struggle with reading, and instruction is usually done orally and in a whole group setting. There is also a lack of visuals and manipulatives. Phonological awareness is the ability to work with letter sounds and manipulate them in words. A few examples include blending sounds together, taking one sound out to replace with another, and identifying the first sound in a word. These skills equip students for reading and writing. Students who struggle with reading often need extra instruction with phonological awareness. It is important to look at research to see if phonological instruction is being given in an effective way. The purpose of this project is to study the best phonological instruction practices for students with dyslexia and other reading challenges.
ScholarWorks Citation
DeWitt, Kelsey, "Phonological Awareness Activities for Students with Reading Challenges" (2022). Culminating Experience Projects. 186.
https://scholarworks.gvsu.edu/gradprojects/186
