How A Neurologically Integrated Approach Which Teaches Sound-Symbol Correspondence and Legible Letter Formations Impacts At-Risk First Graders
Issue Date
2008Author
Shaw, Donita J.
Sundberg, M. L.
Publisher
National Dropout Prevention Center/Network
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Published Version
http://www.eric.ed.gov/PDFS/EJ942830.pdfMetadata
Show full item recordAbstract
The setting of this study took place in an inner city. The purpose was to determine the effectiveness of a neurologically integrated approach in teaching 43 at-risk pre-first graders their letter sounds and formations during 45-50 hours of summer school. There were four sequential phases to teaching this alphabetic approach: imagery, auditory, integration and sound blending, and motor plan. Students received three pre and post-tests: sound, letter formation, and phonic knowledge as assessed through alphabet exercises and the Early Reading Screening Instrument. Repeated measures and descriptive statistics of the three assessments were used to measure growth. Results indicate that despite an average attendance of 84%, significant changes occurred in the students’ knowledge of letter sounds, letter formations and their ability to write words (phonics). It is recommended to explicitly teach at-risk children their alphabet knowledge through a neurologically integrated approach that mirrors brain development.
Description
This is the author's accepted manuscript. The publisher's official version is available at: http://www.eric.ed.gov/PDFS/EJ942830.pdf
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Citation
Massengill Shaw, D., & Sundberg, M.L. (2008). How a neurologically integrated approach which teaches sound-symbol correspondence and legible letter formations impacts at-risk first graders. Journal of At-Risk Issues, 14(1), 13-21.
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