Although No Child Left Behind (2001) encourages the inclusion of all children within the regular curriculum, children with severe speech and physical disabilities rarely are provided with the literacy education provided to grade-level peers. This study taught alphabetic skills to three children with severe speech and physical impairments in the context of traditional alphabet books versus Phonic Faces Storybooks. Both storybooks were converted into e-books using Microsoft Office PowerPoint (Microsoft Office, 2003) and accessed using a single rocking lever switch. Two graphemes were selected based on incorrect responses from the pretest administration of the The Phonological Awareness Test (Roberson & Salter, 1997). The three subjects were exposed to the target graphemes using an ABAB design where the treatment conditions were reversed following the second baseline period. Five probes assessing phonological and grapheme awareness skills for targeted graphemes were administered following each baseline and intervention session. Results revealed greater improvements on letter/sound identification, sound to letter identification, identification of letter names, and identification of location of letters and sounds in all word positions words for all three subjects during the Phonic Faces Storybook phases. Improvement was also seen in the pre and posttest scores on seven subtests (rhyming, deletion, substitution, isolation, segmentation, blending and graphemes) of The Phonological Awareness Test (Roberson & Salter, 1997) and on word recognition, and silent and oral reading on the Informal Reading Inventory (Burns & Roe, 2006). Anecdotal evidence also demonstrated eagerness to work on the computer, preference for Phonic Faces e-books vs. alphabet books, and an increase in speech production (imitation of speech sounds). Limitations of the study, which include a small number of subjects and use of a small number of sounds need to be addressed in future research studies.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-06112007-175920 |
| Date | 13 June 2007 |
| Creators | Banajee, Meher Hormazd |
| Contributors | Janet Norris, Paul R. Hoffman, Hugh W Buckingham, Janna B Oetting, Teresa Buchanan |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-06112007-175920/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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