Date of Award

Spring 2021

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Yasha Jones Becton

Abstract

This action research study describes how using the Enhanced Alphabet Knowledge model affects preschool students' readiness for Kindergarten. The theoretical framework that supported this study was based on Cindy Jones', Sarah Clark's, and D. Ray Reutzel's Enhanced Alphabet Knowledge Method (2013). This study used quantitative data to further indicate the impact and importance of early intervention classrooms. The participants of this study included eight students from one preschool intervention class. Data collection instruments included pre-and post- phonological awareness literacy screening scores and a teacher questionnaire. Results of this study indicated that the majority of student participants experienced an increase in literacy knowledge when the Enhanced Alphabet Knowledge model (Jones et al., 2013) was implemented into the early intervention classroom.

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