PHONOLOGICAL AWARENESS COMBINED WlTH EXPLICIT ALPHABETIC CODING ...

253 Pages·2000·15.99 MB·English

PHONOLOGICAL AWARENESS COMBINED WlTH
EXPLICIT ALPHABETIC CODING INSTRUCTION IN KINDERGARTEN:
CLASSROOM OBSERVATIONS AND EVALUATION
Karen SumbIer
A thesis submitted in confomity with the requirements
for the degree of Doctor of Philosophy
Graduate Department of Human Development and Applied Psychology
Ontario lnstitute fw St udies in Education of the
University of Toronto
O Copyright by Karen Sumbler (1999)
1+1 National Library Bibiiothèque nationale
of Canada du Canada
Acquisitions and Acquisitions et
Bibliographie Services services bibliographiques
395 Wellington Street 395. nie Wellington
OttawaON K1AON4 Ottawa ON K1A ON4
Canaùa Canada
Your fi& Vorre M&ence
Our fik Notre reterence
The author has granted a non- L'auteur a accordé une licence non
exclusive licence ailowing the exclusive permettant à la
National Library of Canada to Bibliothèque nationale du Canada de
reproduce, loan, distribute or sel1 reproduire, prêter, distribuer ou
copies of this thesis in microform, vendre des copies de cette thèse sous
paper or electronic formats. la forme de microfiche/nlm, de
reproduction s up apier ou sur format
électronique.
The author retains ownership of the L'auteur conserve la propriété du
copyright in this thesis. Neither the droit d'auteur qui protège cette thèse.
thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels
may be printed or otherwise de celle-ci ne doivent être imprimés
reproduced without the author's ou autrement reproduits sans son
permission. autorisation.
EXPLICIT ALPHABETIC CODING INSTRUCTION IN KINDERGARTEN:
CLASSROOM OBSERVATIONS AND EVALUATION
Doctor of Philosophy, 1999, Karen Surnbler
Graduate Department of Human Development and Applied Psychology
Ontario Institute for Studies in Education of the
University of Toronto
ABSTRACT
Recent research has consisten tly demonsmted that through explicit teac hing, beginning readers
can develop the abilities (Le., alphabetic coding and phonological awareness) considered to be key
to early reading success. However, there is controversy as to the best means of prornoting the
development of these skills in the classroom. Through comparisons with controI classrooms, the
current study evaluated the effectiveness of a commerciaUy available early-reading teaching
program (Joliy Phonics - Lloyd, 1993) which combines these key elements. Time-sampling
observations of experimentai and conml classrooms were undertaken to investigate which literacy
components were related to reading and spelling success. Midway through the school year,
children in 10 experimental and 10 control senior hdergarten classes (265 participants) were
pretested on phonological awareness and early literacy measures to ensure group cornparability.
Classroom observations took place throughout the spring. At the end of the year children were
tested on phonological awareness, and on a range of reading and spelling measures . Resdts
showed that on 16 of the 19 measures including complex literacy skill lmowledge (alphabetic
coding) and application (reading and spelling both real words and nonwmds), the experirnent a1
group signifïcantly (and practically - i.e., most effect sizes were large) outperfonned the control
children. In addition, the performance of children considered to be "at-risk" for future reading
failure (detemined by very low pretest letter-naming scores) was analyzed. Results showed that
..
n
tbis subsample of children also benefited h m th e Jolly Phonics program and outperfonned their
at-nsk control counterparts. Furthemore, on most measures, the at-risk experimental group
performed as weU as the conml children who were designated as having average literacy skills
(and on one measure, scored significantly higher), thus, appearing to have changed their at-nsk
status. Correlationai and multiple regression analyses found several links to literacy achievement,
with the Phonics Literacy Cornponent king the stmngest predictor, foilowed by Mie spent
involved in letter formation. A unique mnemonic feature of the IoUy Phonics program (meaningful
actions associated with letter-sounds) was also related to outcome measures.
ACKNO WLEDGMENTS
There are many people who have contributed in different ways to the completion of this
research, and to whom 1 wish to express my gratitude. First, and foremost, 1w ish to thank my
thesis supervisor, Dr. Dale Willows. Through her unfailing guidance and support, she has not
only sustained my interest and enthusiasm through the inevitable ups and doms associated with
the completion of a dissertation, but has been both a mentor and a Mend Her range of knowledge
in the field of literacy is remarkable, and 1a m fortunate to have had the opportunity to benefit from
her expertise.
1 also wish to thank Dr. Esther Geva and Dr. Tom Humphnes for seMng on my thesis
cornmittee and providing direction, feedback, and important fresh insights. A special thanks is
extended to Dr. Phi1 Nagy, who, as a " G dS amaitan", helped immensely in statistical crises.
Thanks also, to Dr. Richard Knik for statistical advice and helpfd pointers.
I wish to express my gratitude to the many individuals involved in assisting with the actual
mechanics of this project, with regard to both data collection and the intricate scoring procedures.
1 am grateful to have had the help and "company" h m C ynthia, a Wend and colleague
who was concurrently going though the sarne thesis tribulations as 1, and with whom 1e xchanged
numerous ideas and strategies.
Specid appreciation is extended to my farnily, who have provided continuous heartfelt
support during this particular project, and throughout the entire process of my career change.
Finally, 1 wish to thank a dear fnend and my staunchest advocate, Deborah Duggan. Her
encouragement, muent reminders to keep things in perspective, and especiaily her sense of
humour contributed greatly to the realization of my goals.
TABLE OF CONTENTS
..........................,..............................................................
Title page
1.
.................................,.......................................................
Abstract u...
.....................................................................................
Acknowledgments
I.U
Table of Contents ...................................................................................... iv
List of Table and Figures ............................................................................. vi
List of Appendices ..................................................................................... ix
Introduction .................................................................................... 1
..........................................................................
Agreed Upon Issues 2
Issues with Growing Support... ................................................. . .......... 2
Controversial Issues ......................................................................... -2
Literature Review ..................................................................................... -3
Whole Language .................................................................... -3
................................................................................
Phonics 4
Whole Language vs .P honics and Implicit Phonics vs . Explicit Phonics ............. -5
Mctors of Reading Success ..................................................... 12
Spelling-Sound Correspondence: Phoneme Level Vs . Onset and Rime ............... 13
Phonological Awareness Training: Alone vs . in Corn bination ......................... 18
........................................................................................
-24
Rationale for the Current Research ................................................................. -26
Research Objectives ..................................................................................- 29
..........................................................................
Research Ques dons -31
........................................................................................
Method -33
........................................................................................
Overview -33
Participant Characteristics and Group Comparability. .......................................... 34
Participants ................................................................................... -34
Group Comparability ......................................................................... 35
.........................................................................................
Time-Line 36
Test Measures and Procedures ...................................................................... -39
.......................................................................
Phase 1 Test Measures 40
Phase 1 Procedures: Testing and Scoring ................................................. 42
Phase 2 Test Measures ...................................................................... -44
Phase 2 Procedures: Testing and Scoring ................................................. 46
Additional Scoring Procedures .................................................... -48
Program Implementation and Classroom Observations ........................................... 52
Jolly Phonics Program ....................................................................... 52
Jolly Phonics Teacher Training and Program Implementation .......................... 56
............................................................................
Control Programs -58
Classroom Observation Measure: Time-Sampling ...................................... -59
Literacy Component Categories ................................................... -60
Classroom Observations: Training, Reliability, and Time-Sampling Procedures .... 63
Results and Discussion .......................................................................... 67
........................................................................................
Overview -67
Variable Screening ........................................................................... -67
PART 1
Phase 2 (Posttest): Group Comparisons on Outcome Measures ............................... -68
.............................................................................
Outcome Results -70
Comparison of Change Scores in Phonemic Awareness .......... .... ........... 80
...............................................
CorreIations of Phase 2 Outcome Measures 81
PART 2
Group Cornparisons of T i eS pent ................................................................ -85
Non-Literacy T i eC ornparisons ........................................................... 86
................................................................
Literacy The Cornparisons -86
PART 3
Relation of Time Spent to Outcome Measures ...*... ............................................. 88
,.
.........................................................................................
Correlations 88
.......................................................................
Multiple Regression Analyses -98
Variable Selection. ........................................................................... -99
Regression Results ........................................................................... 101
................................................................................
Phonics Sukategories 116
Group Cornparison of T m eS pent in Phonics Subcategones ........................... 117
Intraconelations and Correlations with Outcome Measures ............................. 118
PART 4
....................................................................................
At-Ris k- S 128
.......................................................................................
Phase 1 (Pretest) 128
................................................................
At-Risk Subsample Selection 128
...................................................................
Variable Screening 129
Phase 1 -test) Cornparisons of Jolly Phonics and Control At-Risk Children ..... -130
Non-at Risk (NonAR) Subsample Selection .............................................. 131
Variable Screening ................................................................... 131
Phase 1 (Pretest) Cornparisons of At-Risk Children and Non-At-Risk Children ..... 131
.
Phase 2 (Pos ttes t) ...................................................................................... 132
...................................................................
Variable Screening 133
Phase 2 (Posttest) Comparisons of Jolly Phonics At-Risk
and Con trol At-Risk Children .............................................................. 133
Correlations Between Phases 1 and Phase 2 Pe~ormance:
Phonemic Awareness and N ph abetic Coding SW s . ............... . .................... 140
At-Risk Jollv Phonics Oro- versus "Avew"C ontrol Group. ................................ 142
.......................................................................................
Phase 1 (Pretest) 142
............................................................
"Average" Subsample Selection 142
...................................................................
Variable Screenïng 143
Phase 1 Comp~sons:A t-Risk Jolly Phonics Group vs . Average Control Group .- 143
Phase 2 (Posttest)
Phase 2 Comparisons: At-Risk Jolly Phonics Group vs . Average Conîrol Group . -144
.........................................................................................
S-V 148
...........................................................
Research Questions and Ans wers 148
General Discussion
.........................................................................................
Ove~ew 153
..................................................................................
Entire S ample 153
..............................................................
Phonics and JPActions 154
.....................................................................
Letter Formation 157
....................................................
Auditory Phonemic Awareness 158
...........................................................................
At-Risk Subsample 161
........................................................................................
Memory 162
.....................................................................................
Motivation 164
Contributions. Limitations. and Future Directions ....................... .. ...................... 164
.........................................................................................
Conclusions 168
.........................................................................................
References 170
.........................................................................................
Appendices 178
Tables and Figures
Tables
Table 1. Overview of S tudy ... .. . .. .. . .. . . . . ... . -..- ... .. . - ..-... . . . . . . . . . . . . . .. . . . . . .. .3 3
Table 2. Participant Characteristics and Group Comparability. ......--*-.....-.-...3.6.- --.
Table 3. Tme-Line Design .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Table 4. Key to Abbreviations.. .. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .. . . . . . . . - .. . . . - 39
Outcome Comparisons
Table 5. Set 1( Standard Scores Mesures) .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - 71
Table 6. Set 2 (Full Word Measures) .. .. . . . .. . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . . .. . . .. . . - .. . - .- .7 2
Table 7. Comlations of Phase 2 Outcorne Measures of Phonemic Awareness,
Basic Literacy Skills, and Alphabetic Coding with Literacy Performance.. .- 83
Table 8. Intracorrelations Among Phase 2 Outcome Measures of
Phonemic Awareness, Basic Literacy Skills, and Alphabetic Coding.. .. . . . . . 84
Observations
Table 9. Non-Literacy T i eP eriod Comparisons:
Jolly Phonics Classes vs. Control Classes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - 86
Table 10. Percent of School Day Spent in Literacy-Related Activities:
JoUy Phonics Classes vs. Conwl Classes .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Table 11 . Correlations Between Literacy Components (and Other)
and Set 1 (Standard Scores Measures) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Table 12. Correlations Between Literacy Components (and Other)
and Set 2 (Full Word Raw Score Measures) .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . . . . 92
Table 13. Correlations Between Literac y Componen ts
and Set 3 Measures -- Subsets A and B
(F'honemic Awareness, Literacy Skills and Alphabetic Coding) .. . . . . . . . . . . . . 94
Table 14. Correlations Between Literacy Components
and Set 3 Measures Subset C (Phonemic Analysis) ... .. . . . . . . .. . . . .. .. .. .. . . . . . 97
Regression
Table 15. Literacy Cornponents Predichg Set 1 (Standard Scores Measures) .. . . . . . . . . 103
Table 16. Literacy Components Predicting Set 2 (Full Word Measures). .. ..... ....-... . 105
Table 17. Literacy Components Predicting Set 3 - Subset A
(Phonernic Awareness and Basic Skius Measures). .. . . . . . . . . . . . . . . . . .. . . . . . . . . . 107
Table 18. Literacy Components Predicting Set 3 - Subset B
(Nph abetic Coding Measures) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1O 8
Table 19. Literacy Components Redicting Set 3 - Subset C
(Phonemic Analysis-Real Word Measures) ..................... ..... ..... . 11 1
Table 20 Alternate Analysis for Literacy Cornponents Predicting Phonemic
Analysis of WRAT Reading and Burns and Roe Word Recognition.. . .. . . . . - 112
Table 21. Literacy Components Predicting Set 3 - Subset C
(Phonemic Analysis-Nonword Measures) .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 4
vii
Phonics Subcategories
Table 22. Percent of Schml Day Spent in Phonics Subcategory Activïties:
Jolly Phonics Classes vs. Control Classes ....................................... 118
Table 23. IntracorreIations Among Phonics Subcategories. ................................ 1 19
Table 24. Correlations Between Phonics Subcategories
and Set 1 Measures (Standard Scores) ............................................ 121
Table 25. Correlations Between Phonics Subcategories
and Set 2 Measures (Fd Word Raw Scores) .................................... 122
Table 26. Correlations Betw een Phonics Su bcategories and Set 3 Measures
(Phonemic Awareness, Literacy Skills and Phonemic Analysis) .............. 126
At Risk Cornparisons
Table 27. Phase 1 Cornparisons (Pretest Measmes):
Jolly Phonics AR vs. Conml AR Children ...................................... 130
Table 28, Phase 1 Cornparisons (Pretest Measwes):
At-Risk vs. Non-At-Risk Children ................................................ 132
Table 29. At-Risk Phase 2 (Posttest) Comparisons:
Set 1 (Standard Score Measures + Burns & Roe Word Recognition). ........ 134
Table 30. Correlations Between Phase 1 (Pretest ) and Phase 2 (Post test) Scores
on Measures of Phonemic Awareness and Literacy Skills
For Jolly Phonics At-Risk CMdren ...............................................1 41
Table 3 1. Correlations Between Phase 1 (Pretest) and Phase 2 (Posttest) Scores
on Measures of Phonemic Awareness and Literacy Skills
For Jolly Phonics At-Risk Children ............................................... 142
Table 32. Phase 1 (Pretest) Corn parison:
Jolly Phonics At-Risk Children vs. Control Average Children ................ 144
Table 33. Phase 2 Cornparisons (Outcome Measures)
Jolly Phonics At-Risk Children vs. Control Average Children ................ 140
Set 1 and 2 (Standard Score and Full Word Raw Score)
Table 34. Phase 2 Comparisons (Outcorne Measures):
Jolly Phonics At-Risk Children vs. Control Average Children
Set 3 (Phonemic Awareness, Basic Skills, Coding, Phonernic Analysis) .... 147
Figures
Figure 1. Jolly Phonics: Sample Sound Picmre ........................................5 4
...................................................
Figure 2. Observation Scoring Example.. .66
Outcome Comparisons
Figure 3. Phase 2 (Posnests) Alphabetic Codùig Performance:
Jolly Phonics vs. Control. ......................................................... -75
Figure 4. Spelling Examples .................................................................. .76
Figure 5 Phase 2 (Posttest) Phonemic Analysis Performance - Real Words:
...........................................................
Jolly Phonics vs. Contml 78
Figure 6. Phase 2 (Posttest) Phonemic Analysis Performance - Nonwords:
Iolly Phonics vs. Coniml ........................................................... 78
At-Risk Cornparisons
Figure 7. Phase 2 (Posttest) Full Word Raw Score Perfmance:
JoUy Phonics AR vs. Conml AR ................................................. 135
Figure 8 Phase 2 (Posttest) Alphabetic Coding Performance:
Joily Phonics AR vs. Conml AR ................................................. 137
Figure 9 Phase 2 (Posttest) Phonemic AnaLysis Performance
Jolly Phonics AR vs. Contml AR ................................................. 139