Date of Award
Summer 6-23-2021
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Aaron Peterson
Keywords
play-based, phonics, phonemic awareness, early literacy
Abstract
The purpose of this research was to determine the effectiveness of play-based learning on phonemic awareness and phonics skills in kindergarten. This study aimed to determine whether or not play-based learning materials such as letter tiles, cards, timers, and literacy-based games were an effective way for kindergarten students to acquire skills such as segmenting, letter sounds, and sight word recognition. A pre-assessment was given using FastBridge to determine which skills the students were working towards mastering. Play-based learning materials were then offered to small groups of students during our regular literacy time, and data was collected using FastBridge after two weeks of implementation. After analyzing the data, it was determined that play-based learning was in fact an effective way for the kindergarten students to acquire phonemic awareness and phonics skills.
Recommended Citation
Heidecker, Kristen, "Effects of Play-Based Learning on Phonemic Awareness and Phonics Skills" (2021). Dissertations, Theses, and Projects. 481.
https://red.mnstate.edu/thesis/481
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons