Type of Document	Dissertation
Author	Bell, Douglas D.
URN	etd-06222010-124937
Title	Exploring Phonemic Awareness in Preschool Aged English Language Learners
Degree	Doctor of Philosophy
Department	Elementary and Early Childhood Education, Department of
Advisory Committee	Advisor Name Title Ithel Jones Committee Chair Charles Wolfgang Committee Member Vickie Lake Committee Member Ronald Mullis University Representative
Keywords	Early Literacy English Language Learners Preschool Phonemic Awareness
Date of Defense	2010-04-23
Availability	unrestricted
Abstract The importance of early literacy has been supported by research for many years. Children that are English language learners are at particular risk for literacy difficulties. Phonemic awareness, particularly segmentation and blending, is accepted as being an important factor in literacy ability. There are very few studies that explore phonemic awareness as early as preschool. The present study explored the facilitation of phonemic awareness with preschool English language learners. Developmentally appropriate play based activities were used to scaffold phonemic awareness in the treatment group. The teachers were scaffolded in the ability to provide this instruction either by training or coaching. The results indicated a significant change in phonemic segmentation ability from the pretest to the post test.
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