Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

David Tack

Keywords

developmentally appropriate, play-based learning, kindergarten, developmental delay, literacy

Abstract

Kindergarten students with a Developmental Delay need to learn in a way that is developmentally appropriate through play and experiences. This study investigated the use of Foundations for Literacy, a play based and experiential based literacy intervention, to allow Kindergarten students with a Developmental Delay learn to read in a developmentally appropriate way. Students were taught code based and meaning based literacy skills through play and experiences using Foundations for Literacy. The results prove that a short five-week intervention using Foundations for Literacy increased letter sound identification and phonemic awareness at a faster rate than a traditional guided reading approach.

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