Improving Phonemic Awareness Skills Using Heggerty with Two Kindergartners
Date of Award
Fall 12-14-2023
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in School Psychology
Department
Graduate Studies
Committee Chair
Amber Visina
Keywords
Phonemic Awareness, Kindergarten, Early Literacy
Abstract
The purpose of this project was to evaluate the effects of Heggerty’s Pre-Kindergarten Phonemic Awareness Curriculum on kindergartners' phonemic awareness skills. The intervention was implemented with two kindergarten students. Both students were receiving prior interventions with little growth. Heggerty was provided two times each week for approximately 15 minutes; students’ progress was monitored using EasyCBM, curriculum-based measurement probes. The results of the Heggerty intervention showed progress for one student and little progress for the other student. This paper outlines the importance of reading, phonemic awareness, and early reading intervention as well as the analysis of the Heggerty Intervention to increase phonemic awareness skills.
Recommended Citation
Hausmann, Amber, "Improving Phonemic Awareness Skills Using Heggerty with Two Kindergartners" (2023). Dissertations, Theses, and Projects. 903.
https://red.mnstate.edu/thesis/903