Type of Document	Thesis
Author	Hempstead, Amy
URN	etd-07142008-104440
Title	Effects of Interactive Books on Phonological Awareness Skills in Pre-Kindergarten Children from Low-Income Environments
Degree	Master of Science
Department	Communication Disorders, Department of
Advisory Committee	Advisor Name Title Howard Goldstein, Ph.D. Committee Chair Kathryn Bojczyk, Ph.D. Committee Member Lisa Scott, Ph.D. Committee Member
Keywords	Interactive Books Phonological Awareness Preschool Children
Date of Defense	2008-04-22
Availability	unrestricted
Abstract The purpose of this study was to determine whether preschool children from low-income environments learn phonological awareness skills when presented with interactive activities while listening to stories in an independent listening center. Four preschool children participated in a multiple baseline across participants. Participants were given interactive books with opportunities for rhyming, alliteration, blending, and segmenting. The children listened to stories under headphones for 15 weeks. Results showed that participants quickly improved their performance on the rhyming and alliteration measures. Their performance steadily improved on the blending and segmenting measures. Use of interactive books in a listening center format during the preschool years could help preschool children learn the phonological awareness skills needed to become successful readers in the future.
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