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Examining an Explicit Phonological Awareness Intervention: The Impact on First Sound Fluency in Young Children
Mary Walsh1, Kelly Farquharson2, Linda Lombardino3
1Florida Center for Reading Research, Florida State University, Tallahassee, Florida.
Seminars in Speech and Language
|November 12, 2024
Summary
Preschoolers improved first sound fluency (FSF) with explicit modeling during shared reading. However, this phonemic awareness skill was not maintained, suggesting a need for adapted strategies for early literacy success.
Area of Science:
- Child Development
- Early Literacy Education
- Speech-Language Pathology
Background:
- Phonemic awareness is crucial for emergent literacy.
- First Sound Fluency (FSF) is a key component of phonemic awareness.
- Preschool intervention strategies for FSF require investigation.
Purpose of the Study:
- To evaluate explicit modeling for teaching first sound fluency (FSF) to preschoolers.
- To assess the acquisition and maintenance of FSF skills.
- To inform clinical and educational practices for early literacy.
Main Methods:
- A single-case A-B-A research design was employed.
- Three typically developing preschool children participated.
- Intervention involved shared book reading with explicit first sound modeling and cueing.
Main Results:
- All participants showed immediate improvement in FSF during intervention.
- FSF gains accelerated, reaching proficiency within five sessions.
- Accuracy in producing first sounds was not consistently maintained post-intervention.
Conclusions:
- Explicit modeling can facilitate initial acquisition of FSF in preschoolers.
- Maintenance of FSF skills requires further research and adapted strategies.
- This approach can be adapted by educators and clinicians to support emergent literacy.
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