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Reading readiness of kindergarten students in a Lebanese school. (c2017)

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dc.contributor.author Bdeir, Maha F.
dc.date.accessioned 2017-03-13T12:54:56Z
dc.date.available 2017-03-13T12:54:56Z
dc.date.copyright 2017 en_US
dc.date.submitted 2017-01-05
dc.identifier.uri http://hdl.handle.net/10725/5360
dc.description.abstract A growing body of research highlights the importance of the preschool period in preparing skilled readers. Phonological awareness is considered one of the key precursor skills to conventional literacy that develop during the preschool period. The purpose of the study is to investigate the impact of a systematic teaching of phonological awareness skills on the pre-reading skills of KG3 students in a private Lebanese school. Four KG3 sections, a total of 107 students, participated in the study. Two sections were selected to be the experimental group and received a twelve weeks intervention; the other two sections were the control group who were not taught phonological awareness skills. The design is quasi experimental; pre-tests were administered to the experimental and control groups. The former received the treatment; the latter did not. Post-tests were given to both groups in order to compare the results which revealed that all children in the experimental group exhibited significant improvement in all phonological awareness skills unlike those in the control group. Students‟ results in the experimental group also showed substantial improvement compared to their initial baseline performance results. Findings provide early childhood educators with an understanding of phonological awareness skills, ways of promoting their development at the preschool level and phonological age appropriate instruction to be integrated in the preschool curriculum. The benefit is for students to learn to read earlier and better in order to prevent reading difficulties at later stages. en_US
dc.language.iso en en_US
dc.subject Dissertations, Academic en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Reading (Kindergarten) -- Phonetic method en_US
dc.subject Reading readiness en_US
dc.subject Kindergarten -- Curricula -- Lebanon en_US
dc.title Reading readiness of kindergarten students in a Lebanese school. (c2017) en_US
dc.type Thesis en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 198901680 en_US
dc.author.commembers Natout, Mahmoud
dc.author.commembers Nabhani, Mona
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xi, 77 leaves; 31 cm. available at RNL. en_US
dc.author.advisor Bahous, Rima
dc.keywords Phonological Awareness en_US
dc.keywords Phonemic Awareness en_US
dc.keywords Systematic Teaching en_US
dc.keywords Phonics and Kindergarten en_US
dc.description.bibliographiccitations Bibliography : leaves 55-60. en_US
dc.identifier.doi https://doi.org/10.26756/th.2017.2
dc.author.email maha.bdeir@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US


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