Show simple item record

dc.contributor.authorSchaefer, Fredericka E.
dc.date.accessioned2021-09-07T22:04:48Z
dc.date.available2021-09-07T22:04:48Z
dc.date.issued5/1/1998
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5919
dc.description.abstractThis study looked at the relationship between phonemic awareness and reading achievement in fourth grade students. The study involved 26 fourth graders from the same class at a suburban school in western New York State. The question addressed was: Can phonemic awareness be used as a predictor of reading achievement with fourth grade students? The data were collected using the word recognition and passage comprehension sections of the Woodcock Reading Mastery Test and the Yopp-Singer Test of Phoneme Segmentation. The Pearson product-moment coefficient of correlation was calculated to determine to what extent reading ability and phonemic awareness are related. This study doesn't point to a strong relationship between phonemic awareness and reading ability in fourth grade students. This finding conflicts with similar research conducted with younger students. Some possible explanations are given for this discrepancy.
dc.subjectPhonemic Awareness
dc.subjectReading Achievement
dc.subjectReading Comprehension
dc.subjectReading Mastery
dc.titleIs Phonemic Awareness Directly Related to Reading Achievement in Fourth Grade Students?
dc.typethesis
refterms.dateFOA2021-09-07T22:04:48Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/840/fulltext (1).pdf
Size:
750.7Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record