The purpose of this study was two-fold. First the researcher set out to determine if phonemic awareness skills improved for first grade students of teachers who used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Second, an attempt was made to determine if there was a relationship between reading improvement in decoding and teacher level variables (i.e., perception of their knowledge of the LiPS program (Lindamood & Lindamood, 1998), and relevant demographic variables).<p>Students scores based on the Learning Disabilities Working Committee Kindergarten screening tool (LDWC, 2005) were compared to their respective scores on the Learning Disabilities Working Committee Grade One screening tool (LDWC, 2002). Comparison of progress for all students were evaluated as well as assessment of progress for students deemed at risk (below the 25th percentile) of reading failure compared to those not at risk (above the 25th percentile). Teachers perceptions of the critical elements of the LiPS program (Lindamood & Lindamood, 1998) and demographic information were collected. The teacher level variables gathered from this survey (i.e., teaching experience, formal training, knowledge, or skill level in program delivery) were correlated to students scores on the screening tools.<p>Results revealed that teacher demographics, such as teaching experience, specialized training, and intensity of instructional approach are related to student reading achievement in decoding; however, no clearly defined relationship was found between teachers perceptions of the LiPS program (Lindamood & Lindamood, 1998) and student achievement. Paired-sample t-tests were also used to determine if statistically significant differences existed between the means of phonemic identity, phonemic blending, and letter/sound identification between Kindergarten and Grade One. Even though statistically significant results were noted, consideration of the actual change in mean scores and effect size suggested if a practical significance existed. Results indicated that gains were made by students in phonemic awareness and letter/sound correspondence; however, greater gains were noted for students deemed at-risk whose teachers used the LiPS program (Lindamood & Lindamood, 1998).
| Identifer | oai:union.ndltd.org:USASK/oai:usask.ca:etd-03282007-113019 |
| Date | 28 March 2007 |
| Creators | Protz, Susan Joan |
| Contributors | Ward, Angela, Proctor, Leonard F., Noonan, Brian, McIntyre, Laureen, Hellsten, Laurie |
| Publisher | University of Saskatchewan |
| Source Sets | University of Saskatchewan Library |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://library.usask.ca/theses/available/etd-03282007-113019/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto 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 University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, 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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