Benefits of a Phonological Awareness Program for At-Risk Kindergarten Students: Review of a Three-Year Study Wattsburg Elementary Center is located in a rural mixed-income community with over 24% of the students receiving free breakfast/lunch. Not surprisingly, entry-level kindergarten skills vary considerably, with some children exhibiting excellent pre-academic skills, while others have limited skills. The Wattsburg School District was looking for ways to improve overall ... Article
Article  |   April 01, 2003
Benefits of a Phonological Awareness Program for At-Risk Kindergarten Students: Review of a Three-Year Study
Author Affiliations & Notes
  • Susan L. Hegel
    Department of Speech and Communication Studies Edinboro University of Pennsylvania, Edinboro, Pennsylvania
  • Carol A. Bucklin
    Wattsburg Elementary Center Wattsburg School District, Wattsburg, Pennsylvania
Article Information
Development / School-Based Settings / Speech, Voice & Prosody / Articles
Article   |   April 01, 2003
Benefits of a Phonological Awareness Program for At-Risk Kindergarten Students: Review of a Three-Year Study
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 27-29. doi:10.1044/sbi4.1.27
SIG 16 Perspectives on School-Based Issues, April 2003, Vol. 4, 27-29. doi:10.1044/sbi4.1.27
Wattsburg Elementary Center is located in a rural mixed-income community with over 24% of the students receiving free breakfast/lunch. Not surprisingly, entry-level kindergarten skills vary considerably, with some children exhibiting excellent pre-academic skills, while others have limited skills. The Wattsburg School District was looking for ways to improve overall literacy scores. From a research standpoint, we knew that phonological awareness skills were essential for future literacy development (Hegel, 1998). Therefore, we proposed a preventive model of small-group, twice-weekly intervention for children with low phonological awareness skills on kindergarten entry. The objective of our study was to boost entry-level phonological awareness skills to prepare students for direct reading instruction in subsequent grades.
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