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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 45 1 The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language Langille, James; Green, Zoila. - : Canadian Society for the Study of Education, 2021. : Érudit, 2021 BASE Show details 2 The dramatic impact of explicit instruction on learning to read in a new writing system ... Lally, Clare. - : Open Science Framework, 2021 BASE Show details 3 The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language Langille, James; Green, Zoila In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021) BASE Show details 4 Integrating Kinesthetic Learning Activities to Phonics Learning Arnold, Jaclyn. - 2021 BASE Show details 5 The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties Winn, Tiffany; Miller, Julia; van Steenbrugge, Willem In: Australian Journal of Teacher Education (2020) BASE Show details 6 An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers ... Ahmed, H; Wilson, A; Mead, Natasha. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 7 An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers Ahmed, H; Wilson, A; Mead, Natasha. - : Frontiers Media SA, 2020. : Frontiers in Education, 2020 BASE Show details 8 Effects of the "Write Sounds" Program on Handwriting and Phonics Skills Bazis, Pam In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2020) BASE Show details 9 Knowledge of letter sounds in children from England Treiman, R; Stothard, SE; Snowling, M. - 2019 BASE Show details 10 Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers Perry, Susan S. In: Dissertations (2019) BASE Show details 11 The importance of early phonics improvements for predicting later reading comprehension Double, K; McGrane, JA; Stiff, JC. - 2019 BASE Show details 12 A multi-sensory tutoring program for students at-risk of reading difficulties: Evidence from a randomized field experiment Bøg, Martin; Dietrichson, Jens; Aldenius, Anna. - : Uppsala: Institute for Evaluation of Labour Market and Education Policy (IFAU), 2019 BASE Show details 13 «ПРОЕКТ КИТА»: ИНТУИЦИЯ ИЛИ ПРОЕКТИРОВАНИЕ? ... : “PROJECT OF THE WHALE”: INTUITION OR DESIGN? ... Кадимов, Р.Г.. - : Международный научно-исследовательский журнал, 2018 BASE Show details 14 ABC: It’s as Easy as 1, 2, 3 – The Importance of a Multisensory Approach in Phonological Awareness Instruction Marsh, Chelsey In: Certificate of Advanced Studies (CAS) in Literacy (2018) BASE Show details 15 Reading Impairments In Children With Neurofibromatosis Type 1: Profiling and Treatment Arnold, Shelley Susannah. - : The University of Sydney, 2018. : Discipline of Child and Adolescent Health, 2018. : Faculty of Medicine and Health, Children's Hospital Westmead Clinical School, 2018 BASE Show details 16 How Well Prepared are Australian Preservice Teachers to Teach Early Reading Skills? Meeks, Linda J; Kemp, Coral R In: Australian Journal of Teacher Education (2017) BASE Show details 17 The Impacts of Explicit Systematic Phonics Instruction on the Areas of Decoding and Fluency for Students with a Specific Learning Disability in Reading Hingston, Marina In: Capstone Research Projects (2017) BASE Show details 18 Letter Name (Alphabet) and Letter Sound (A Field Study at KinderStation Preschool (TK Cahaya Bangsa Utama) Yogyakarta) Sari, Yohana Ika Harnita In: PAROLE: Journal of Linguistics and Education; Volume 6 Number 1 April 2016; 8-17 ; 23380683 ; 2087-345X (2017) BASE Show details 19 Using discrete trial training with progressive time delay prompting to teach children with autism spectrum disorder to tact phonemes Haines, Katia Marie In: Theses: Doctorates and Masters (2016) Abstract: Discrete trial training (DTT) and progressive time delay prompting (PTD) are effective techniques for teaching new skills to children with autism spectrum disorder (ASD). However, these methods have not yet been applied to systematic teaching of phonemes to children with ASD. As phoneme recognition (i.e. recognising the sounds the letters of the alphabet make when spoken) is an essential foundational literacy skill, and as there currently exists a large gap in reading ability between children with ASD and their neurotypical same age peers, further investigation was warranted. As phoneme recognition is one small subskill of reading competency, it was also investigated whether phoneme recognition transferred to the ability to sound out and blend consonant-vowel-consonant (CVC) words (i.e. cat, tip, pat). A single subject research design with multiple baseline was implemented to investigate whether DTT and PTD were effective methods of teaching children with ASD to tact (or label) phonemes or numerals. Numerals were included as a second target stimuli in order to a) comprehensively test the efficacy of DTT and PTD to different foundational education skills and b) clearly attribute any CVC words mastered to being taught tacting of phonemes using DTT and PTD rather than an extraneous variable (i.e. classroom teaching). It was hypothesised that all participants would master, retain and generalise some stimuli, but only participants taught tacting of phonemes would go on to master sounding out and blending of CVC words. Participants (n = 10) were children aged 5-12 with an ASD diagnosis enrolled in full time primary schooling who were randomly assigned to one of three cohorts; literacy cohort ( n = 4), numeracy cohort (n = 4) or control cohort (n = 2). Control cohort participants engaged in pre and post testing, with treatment as usual (exposure to typical class curricula) for the remainder of the data collection period. Participants in the literacy and numeracy cohorts underwent four phases of experimental analysis: Baseline, Intervention (where DTT and PTD were used to systematically teach tacting of phonemes or numerals to mastery), CVC probe (probing for transfer of learned stimuli to the ability to sound out and blend CVC words) and Generalisation (probing for transfer of learned stimuli to people, place and materials). Results demonstrated that DTT and PTD are effective methods of teaching tacting of phonemes and numerals, with participants mastering, retaining and generalising an average of 8.7 phonemes and 9.5 numerals over a 16 week period. The control cohort acquired an iv AUTISM, ABA, AND LITERACY average of 2 phonemes or numerals over a 24 week period as a function of being engaged in typical classroom instruction. As hypothesised, only participants from the literacy cohort demonstrated an ability to sound out and blend CVC words during the second phase of the study. The current research adds support to the effectiveness of DTT and PTD in teaching children with ASD to acquire new skills. Further, the research extends this efficacy into a new domain of skill acquisition, the ability to tact phonemes and numerals. This research then provides a discussion in relation to the educational and social significance and implications of the results, and the implications for clinical practice in Western Australia, where the research was conducted. Lastly, limitations of the current research and directions for future research are discussed. Keyword: Applied Behavior Analysis; applied behaviour analysis; Autism; discrete trial training; Educational Psychology; literacy; phonics; progressive time delay prompting URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3079&context=theses https://ro.ecu.edu.au/theses/2077 BASE Hide details 20 Phonics, Phonemic Awareness, and Phonological Awareness—Oh My! Sharp, L. Kathryn In: ETSU Faculty Works (2016) BASE Show details Page: 1 2 3

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