Does a Phonological Intervention Program Using a Modified Auditory Discrimination in Depth Program Make a Difference in Kindergarten Students' Ability to Manipulate Phonemes?

Author

Julie Kay Osbourne, Grand Valley State University

Date Approved

Summer 1998

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

The purpose of this study was to determine if a training program based on the Lindamood Auditory Discrimination in Depth Program made a difference in students' abilities to manipulate phonemes and identify similarities and differences in initial consonants between words. Kindergarten students were pre- and post-tested using the Test of Phonological Awareness (TOPA) and the Test of Auditory Analysis Skills. While students showed substantial improvement in their abilities to manipulate phonemes, their improvement on initial consonant skills, as measured by the TAAS was not as substantial.

Comments

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ScholarWorks Citation

Osbourne, Julie Kay, "Does a Phonological Intervention Program Using a Modified Auditory Discrimination in Depth Program Make a Difference in Kindergarten Students' Ability to Manipulate Phonemes?" (1998). Masters Theses. 380.
https://scholarworks.gvsu.edu/theses/380