Date

Spring 5-2-2019

Document Type

Education 590 Project

First Advisor

Guth, Nancy

Department Chair or Program Director

Huffman, Jane

Degree Name

Master of Education

Major or Concentration

Education

Department or Program

Education

Abstract

The purpose of this study was to investigate the effects of direct and explicit concept of word instruction in a Tier Two setting for kindergarten students who had not met the University of Virginia (UVA) Phonological Awareness Literacy Screening (PALS) benchmark for concept of word in September 2018. This study took place in an elementary school in Northern Virginia. The participants included boys and girls in kindergarten who had not met the concept of word Benchmark cut-off. Data was collected using the Fall PALS-K and Mid-Year PALS to select participants for the study as well as establish a baseline to monitor progress. The UVA PALS K Form B – Spring 2019 was used to assess concept of word at the end of the study. The findings from this study will aid primary teachers in building concept of word in their students.

Language

English

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