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
Keywords	explicit implicit chronological age kindergarten phonemic awareness
Date of Defense	2005-11-21
Availability	unrestricted
Abstract 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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