Effects of an iPad-Supported Phonics Intervention on Identifying and Generalizing Consonant Blends

Authors

Caitlin Kendrick, University of Nebraska - LincolnFollow

First Advisor

Michael Hebert

Second Advisor

John Maag

Date of this Version

Summer 7-18-2018

Document Type

Article

Citation

Kendrick, C. (2018). Effects of an iPad-supported phonics intervention on identifying and generalizing consonant blends.

Comments

A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Special Education, Under the Supervision of Professors Michael Hebert and John Maag. Lincoln, Nebraska: August, 2018

Copyright (c) 2018 Caitlin Kendrick

Abstract

Phonemic awareness is the ability to hear and manipulate the individual sound within words and is a crucial predicator of reading skills. Students with reading and writing difficulties often struggle with phonemic awareness tasks. Technology contributes to early literacy skills through providing means of communication, phonemic awareness instruction and comprehension skills. This study is an extension upon a previous study that evaluated the effectiveness of an iPad supported phonics intervention on identifying and generalization of consonant blends. A multi-element single case research design was used to address the following two research questions: 1) Is there a functional relation between the iPad intervention and the participant’s ability to identify consonant blends within words? 2) Is there a functional relation between the iPad intervention and participant’s ability to generalize the consonant blends to match same-sounding blends in words? One third grade participant received instruction over three sets of consonant blends during intervention. Results indicated an increase in correct responses for identifying blends in words, however did not show a stable or consistent change in correct responses for generalizing consonant blends. Further research could evaluate the effectiveness of the iPad on other phonemic awareness tasks and different age groups of students, context and settings.

Advisors: Michael Hebert and John Maag