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.
Rights
© 2021, Paulette Mizzell
Recommended Citation
Mizzell, P.(2021). Ready or Not for K5: A Study on Early Childhood Interventions Within Special Education and General Education Setting. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6262