Degree Type

Dissertation

Date of Award

2016

Degree Name

Doctor of Philosophy

Department

Education

Major

Education

First Advisor

Donald Bear

Second Advisor

EunJin Bahng

Abstract

This study explored the impact of an integrated rhythm-literacy (IRL) intervention on the development of rhythm and phonological awareness (PA) skills in preschool children ages 4-5.5 years old. The IRL intervention draws from research that examines the role rhythm may play in the development of PA and is composed of three main events. Those events include (1) integrated rhythm-literacy text interactions, (2) integrated rhythm-literacy call and response and (3) integrated rhythm-literacy movement. The study used an experimental pretest-posttest design. A total of 43 participants took part in the study (intervention group = 23 children, comparison group = 20 children). Initial results indicate that the IRL intervention significantly improved the rhythm and rhyme awareness of the intervention group over the comparison group.

DOI

https://doi.org/10.31274/etd-180810-5611

Copyright Owner

Sara D. Nelson

Language

en

File Format

application/pdf

File Size

117 pages

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