Title page for ETD etd-01252006-163656

Type of Document Dissertation
Author Abshire, Sue Antoinette
Author's Email Address SAABSHIRE1@ATT.NET
URN etd-01252006-163656
Title Exploring Implicit Versus Explicit Methods of Teaching Phonemic Awareness Instruction to Kindergarten Students
Degree Doctor of Philosophy (Ph.D.)
Department Curriculum & Instruction
Advisory Committee
Advisor Name Title
Earl Cheek Committee Chair
James Wandersee Committee Member
Kenton Denny Committee Member
Robert Lafayette Committee Member
Michelle Zerba Dean's Representative
  • explicit
  • implicit
  • chronological age
  • kindergarten
  • phonemic awareness
Date of Defense 2005-11-21
Availability unrestricted
This research explored whether there was a difference between two methods of phonemic awareness instruction. Two groups of kindergarten students were selected. One group received an implicit method of phonemic awareness instruction.

A second group received an explicit model of phonemic awareness instruction. Of particular concern were these questions: What is the impact of phonemic awareness instruction on reading achievement? How does phonemic awareness instruction delivered via an implicit instructional method differ from an explicit, scripted method of instruction in their respective impact on reading achievement? Triangulation between the qualitative and quantitative data support the finding that an explicit method of phonemic awareness instruction appears to provide greater academic achievement over an implicit method.

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