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Phonological Awareness in the Kindergarten Classroom: How Do Teachers Perceive This Essential Link from Oral Communication to Reading Skill Development

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Phonological Awareness in the Kindergarten Classroom: How Do Teachers Perceive This Essential Link from Oral Communication to Reading Skill Development PHONOLOGICAL AWARENESS IN THE KINDERGARTEN CLASSROOM: HOW DO TEACHERS PERCEIVE THIS ESSENTIAL LINK FROM ORAL COMMUNICATION TO READING SKILL DEVELOPMENT A Dissertation Presented to The Faculty of the School of Education Liberty University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education by Margaret Dahmer April 2010 ii Phonological Awareness In The Kindergarten Classroom: How Do Teachers Perceive This Essential Link From Oral Communication To Reading Skill Development by Margaret Dahmer APPROVED: COMMITTEE CHAIR Connie L. McDonald, Ph.D. COMMITTEE MEMBERS Meredith P. Furrow, Ed.D. Gina B. Thomason, Ed.D. CHAIR, GRADUATE STUDIES Scott B. Watson, Ph.D. iii Abstract Margaret Dahmer. PHONOLOGICAL AWARENESS IN THE KINDERGARTEN CLASSROOM: HOW DO TEACHERS PERCEIVE THIS ESSENTIAL LINK FROM ORAL COMMUNICATION TO READING SKILL DEVELOPMENT. (Under the direction of Dr. Connie McDonald) School of Education, April, 2010. This descriptive research study, combining survey and correlation methods, described the perceptions and behaviors of kindergarten teachers in relation to phonological awareness usage in their classroom experience. Current research related to early literacy development acknowledges the significance of phonological awareness in emergent reading programs. The benefits of explicit phonological awareness instruction are well documented in reference to implications for current reading abilities and future academic achievements. The current study was developed to address a gap in current research associated with how kindergarten teachers perceive the importance of phonological awareness, and how this importance is demonstrated in their classroom experience. Participants for the study included kindergarten teachers from 85 elementary schools in a school district in Ontario. A survey was incorporated for use with the target population. Data attained from the research provided a description of the perceptions that kindergarten teachers adhere to regarding the significance and use of phonological awareness instruction. The kindergarten teachers perceived phonological awareness as significant in relation to being a reading skill taught in kindergarten, a prevention strategy for reading acquisition, and having a role in incidental, informal instruction. The data also provided a descriptive profile of the actual behaviors associated with phonological iv awareness exhibited by educators in the kindergarten classroom. The results indicated that some of the perceptions recorded by the respondents were not reflected in the behaviors occurring within the kindergarten classrooms. In addition, the behavior data was analyzed using a Spearman‘s coefficient correlation to investigate any relationships between phonological awareness behaviors and years of teaching experience. A potential relationship between years of teaching experience and the inclusion of specific phonological awareness instruction emerged from the findings. The descriptive profile attained from the data analysis was useful to attain a greater awareness of how theoretical understandings pertaining to phonological awareness relevance and usage are actually occurring in the kindergarten classroom context. v Acknowledgements It is with sincere gratitude that I acknowledge the following individuals who have assisted me in the process of completing this dissertation: To my Lord and Savior, Jesus Christ, I give you all praise and glory. Thank you for providing me with wisdom and endurance to press on to complete this degree. Throughout my research, I was reminded of the verse in Philippians 4:13, ―I can do all things through Christ who strengthens me.‖ My heavenly Father has equipped me with a love for learning and it is my hope that I will be able to use the gifts He has given me through this degree to instill a love for learning in others. To my mother, Ruth Dahmer, I give thanks for the inspiration you are, and the encouragement you have continually given. I am certain that you have learned more about the dissertation process than you wanted to, but you have continually listened with patience and understanding. Through all of the life challenges that we have encountered during the writing of this document, you reminded me to keep focused and keep going. Thanks! To my ―little‖ brother, Larry Dahmer, I give thanks for your authentic interest in my dissertation, and your timely encouragement. As your educational journey continues, I hope you will have the support and prayers necessary to guide you through to completion. To my sister, Judy Schneider, I am thankful for your sustaining support. For my committee chairperson, Dr. Connie McDonald, I give thanks for your leadership and guidance through the dissertation process. Your professionalism, vi attentiveness, and encouraging words have been appreciated. Thanks. I am so glad to have had an opportunity to work with you. To my committee members, Dr. Meredith Furrow and Dr. Gina Thomason, I am thankful for your thoughtful critique of my writing, as well as your encouragement. It has been wonderful working with both of you. To Dr. Scott Watson, and the faculty at Liberty University, I say thanks for all of the relevant input that you have shared to prepare for the dissertation process. To my extended family and friends, I owe thanks for your overwhelming support and encouragement. You have provided an essential support network which has been invaluable as I pursued this educational endeavor. To the others who have shared their expertise through this dissertation journey, Rose Bethard, Hannah Allison, and Don MacNaughton, I give thanks for your relevant input. To my colleagues, I owe thanks for your continual encouragement. May God continue to bless each of you. vii Dedication This research study is dedicated to my parents, Ruth and Larry Dahmer. I thank God for these two incredible individuals who instilled in me how to work hard to achieve worthwhile goals. During this educational journey my father, Larry Dahmer, left this earth to fulfill one‘s ultimate goal in life, to be with the Lord. His selfless support in the early stages of my degree was appreciated very much. My mother, Ruth Dahmer has been my greatest source of encouragement throughout the whole dissertation process. Thanks for your belief in my ability to achieve my doctoral goal – you are truly a treasure from God. viii Table of Contents Abstract .................................................................................................................. iii Acknowledgements ................................................................................................. v Dedication ............................................................................................................. vii Table of Contents ................................................................................................. viii Tables .................................................................................................................... xii Figures.................................................................................................................. xiii Chapter One: Introduction ..................................................................................... 1 Background of the Study ............................................................................ 3 Research Question ...................................................................................... 8 Null Hypotheses for the Study .................................................................... 9 Professional Significance of the Study ....................................................... 9 Overview of the Methodology .................................................................. 11 Definitions of Key Terms ......................................................................... 12 Summary ................................................................................................... 14 Chapter Two: Literature Review ......................................................................... 16 Introduction to the Chapter ....................................................................... 16 Purpose of Review .................................................................................... 16 Search Process .......................................................................................... 17 Conceptual Framework of Literature Review ........................................... 17 Progressing From Oral Communication to Phonological Awareness ...... 22 Relationship of Beginning Reading to Phonological Awareness ............. 25 Importance of an Effective Emergent Reading Program .......................... 26 ix Preventative Reading Strategies to Decrease Young Learners At Risk of Reading Difficulties .................................................................................. 27 The Reading–Phonological Awareness Connection ................................. 30 Specific Role of Phonological Awareness in Reading ............................. 32 Significance of Phonological Awareness for Reading Skill Development ................................................................................................................... 35 Relevance of Phonological Awareness Instruction for Now and the Future ................................................................................................................... 36 Kindergarten Teachers‘ Role in Providing Essential Reading Skills ....... 38 Kindergarten Teachers‘ Knowledge of
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