The purpose of this study was to examine whether, through the implementation of only a Word Wall, preschool children with a disability could increase the number of letter names, letter sounds and sight words they could name and match in comparison to preschool children with a disability who were not exposed to Word Walls. This research was conducted using a quasi-experimental pretest-posttest control group design. The independent variable was treatment condition, either the literacy treatment condition of Word Wall instruction or a control condition. The study was conducted in New York City with 41 preschool children with a disability participating. The findings indicated the children who received Word Wall instruction outperformed the children in the control group in naming uppercase letters, lowercase letters, matching letters, and matching words. The findings also suggested that once teachers started implementing the Word Wall instruction they then also began spontaneously implementing other literacy activities as well. Future research should be conducted on teaching emergent literacy skills to preschoolers with a disability. Additionally, the current study should be replicated with more participants and for a longer period of time, perhaps six months to a year.
|School:||Teachers College, Columbia University|
|School Location:||United States -- New York|
|Source:||DAI-A 72/01, Dissertation Abstracts International|
|Subjects:||Special education, Reading instruction|
|Keywords:||Children with disabilities, Literacy, Preschool children|
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