خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 567251
Personal Name - Primary Intelectual Responsibility : Colon, Elayne Proesel
Title and statement of responsibility : Utility of the Lindamood Phoneme Sequencing Program (LiPS) for classroom-based reading instruction [Thesis]
Publication, Distribution,Etc. : University of Florida, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Florida
Summary or Abstract : Phonological awareness training has been found to be a crucial component of beginning reading instruction. One reading program that is often used in the schools and offers phonological awareness training is the Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LiPS). The purpose of this study was to investigate how the LiPS program, a program initially designed for one-on-one use, was adapted and employed in schools with large groups of kindergarten students. Descriptive information was collected to compare the treatment integrity of the LiPS program in the school setting with a clinical setting where the program was employed one-on-one. Additionally, pretest and posttest data were collected on the students in the kindergarten classrooms to assess student outcomes. The assessment of student outcomes involved four assessment instruments: the Lindamood Auditory Conceptualization test (LAC); the Woodcock-Johnson Tests of Achievement (WJ-III) Word Attack and Word Identification tasks; the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Letter Naming and Phoneme Segmentation tasks; and the Comprehensive Test of Phonological Processing (CTOPP) Elision, Blending Words, and Sound Matching tasks..
Topical Name Used as Subject : Literacy, Reading instruction, Educational psychology
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)