Kindergarten Letter-Sound Fluency and Multi-Sensory Intervention

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorHurd, Zina
dc.date.accessioned2018-11-26T22:42:12Z
dc.date.available2018-11-26T22:42:12Z
dc.date.issued2018-06-09
dc.description.abstractThis action research study tracks the letter-sound fluency of 21 kindergarten students from an upper middle class urban elementary school in the Pacific Northwest over an eight-week period. A multi-sensory intervention was established to practice letter sound fluency. A timed test was administered every two weeks to determine how the number of sounds students could say correctly in one minute was impacted by the intervention. Results from the intervention show that the average number of sounds correctly produced in one minute increased from 18 to 23, accuracy percentage increased from 80% to 92%, and the average time per letter response improved from 2.63 seconds to 1.50 seconds. These results, including students' positive responses about the process, suggest multi-sensory intervention is promising for literacy growth in kindergarten.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/746
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectfluency
dc.subjectkindergarten
dc.subjectmulti-sensory intervention
dc.subjectprimary grade literacy instruction
dc.subjectletter-sound fluency
dc.subjectletter-sound knowledge
dc.titleKindergarten Letter-Sound Fluency and Multi-Sensory Intervention
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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