Date of Award

Spring 5-15-2020

Document Type

Thesis (699 registration)

Degree Name

Master of Science in Speech-Language Pathology

Department

Graduate Studies

Committee Chair

Elaine Pyle

Keywords

Phonological awareness, speech sound disorders, speech-language pathology, See the sound/Visual Phonics

Abstract

The purpose of this study was to examine the phonological awareness skill of letter-sound relationships for preschool students using the multi-kinesthetic Visual Phonics intervention, See the Sound/Visual Phonics. The study had a non-concurrent multiple baseline data procedure, where each child was exposed to a general phonics curriculum in comparison to a Visual Phonics intervention. A specific interest was understanding potential benefits (i.e., rate of mastery) for preschool students with typical hearing, and the potential for Visual Phonics to support improved letter-sound accuracy for children at risk for speech sound disorders and delays. The results of the study indicated See the Sound/Visual Phonics may potentially serve as a tool to use with a variety of students to promote improved phonological awareness skills.

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