Is Phonemic Awareness Directly Related to Reading Achievement in Fourth Grade Students?
|dc.contributor.author||Schaefer, Fredericka E.|
|dc.description.abstract||This 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.title||Is Phonemic Awareness Directly Related to Reading Achievement in Fourth Grade Students?|
|dc.description.department||Education and Human Development|
|dc.description.degreelevel||Master of Science in Education (MSEd)|
|dc.description.publicationtitle||Education and Human Development Master's Theses|
|dc.contributor.organization||The College at Brockport|