Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Assessing the Effects of Extended Practice on Letter Naming Fluency

Samantha Cooper, University of Nebraska - Lincoln

Abstract

The purpose of this dissertation study was to assess the additive effect (beyond mastery instruction) of extended practice. A multiple baseline design across child participants was used to assess the effects of extended practice of letter names on the rate of correctly identified letter names per minute specific to three Blocks of letters. The study involved three pre-kindergarten children enrolled in preschool located in a medium sized suburban city in Nebraska. Within the study, each child was exposed to three experimental conditions: (A) Baseline, (B) Extended Practice and (C) Outcome Assessment. The (A) Baseline condition covered one, two or three consecutive sessions; for each session, children were administered researcher-created fluency measures at school. The (B) Extended Practice condition was intended to occur over three consecutive sessions at school. Due to the Covid-19 pandemic, this condition was broken into two sub conditions: (B1) Extended Practice at school; (B2) Extended Practice at home; each child experienced extended practice differently. The (C) Outcome Assessment condition covered two non-consecutive sessions one day apart. For each session, children were administered the researcher-created fluency measures. All measures in this condition were intended to be administered at school by the research-assistant after children completed three consecutive extended practice sessions. Due to Covid-19 pandemic, the assessment procedures varied for each condition. Across child participants, there were no clear intervention effects. For two children, Block 1 fluency scores showed an increase in fluency scores before and after extended practice. However, fluency scores across Blocks 2 and 3 show minimal letter naming fluency gains or a lack of fluency gains before and after extended practice. While it appears that extended practice intervention was ineffective, using these results to judge the efficacy of the extended practice intervention is limited due to adverse effects of the Covid-19 pandemic on the original study methodology. The results, limitations and areas for future research are discussed.

Subject Area

Special education

Recommended Citation

Cooper, Samantha, "Assessing the Effects of Extended Practice on Letter Naming Fluency" (2020). ETD collection for University of Nebraska - Lincoln. AAI28024533.
https://digitalcommons.unl.edu/dissertations/AAI28024533

Share

COinS