About this paper

Appears in:
Pages: 9690-9694
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0829

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

USING A PHONETIC ALPHABET, THE INITIAL TEACHING ALPHABET (I.T.A.), TO REMEDIATE READING DISABILITIES IN FIRST-YEAR COLLEGE STUDENTS

S. Moore

Initial Teaching Alphabet Foundation (UNITED STATES)
Community colleges in the United States serve many students who are unprepared for college-level academics. Noncredit developmental reading courses are offered, but research shows that these courses are generally not successful in student retention and advancement to college-level courses. A major deficit area for students is reading, specifically phonological transcription of polysyllabic words heard in academic courses and understanding of content vocabulary in reading assignments.

This study investigated a word study strategy for acquisition of content vocabulary which incorporated four steps:
(1) segmenting spoken words by syllables;
(2) using a phonetic alphabet (i.t.a.) to transcribe spoken words to good phonetic equivalents;
(3) finding the written word in electronic spell checkers (iPads or online dictionaries); and
(4) accessing the meaning of words.

The emphasis will be on Latin-based vocabulary from content courses. The hypothesis was that mastery of this process with college-level terms will result in increased vocabulary knowledge and reading comprehension.

This single-subject research study included nine college freshmen whose placement tests on entrance indicated that they needed a developmental reading course before they could be enrolled in college-level academic courses. The investigator met with these students for two 45-minute intervention sessions per week for eight weeks.

Measures used included the following pre and post-tests:
(1) Nelson-Denny Reading Tests, Vocabulary and Comprehension Subtests;
(2) Wide Range Achievement Test, Spelling, with misspellings scored for phonetic equivalents;
(3) Auditory Analysis Test-Revised for assessment of phonological skills; and
(4) a researcher-developed vocabulary test featuring content words from freshmen-level academic courses.

This study is in process and will conclude in May, 2017. Analysis of study results will include graphical presentation of pre and post-test scores for each individual student on the four assessment measures. Paired-sample t-tests will investigate group progress.
@InProceedings{MOORE2017USI,
author = {Moore, S.},
title = {USING A PHONETIC ALPHABET, THE INITIAL TEACHING ALPHABET (I.T.A.), TO REMEDIATE READING DISABILITIES IN FIRST-YEAR COLLEGE STUDENTS},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0829},
url = {http://dx.doi.org/10.21125/edulearn.2017.0829},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {9690-9694}}
TY - CONF
AU - S. Moore
TI - USING A PHONETIC ALPHABET, THE INITIAL TEACHING ALPHABET (I.T.A.), TO REMEDIATE READING DISABILITIES IN FIRST-YEAR COLLEGE STUDENTS
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0829
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 9690
EP - 9694
ER -
S. Moore (2017) USING A PHONETIC ALPHABET, THE INITIAL TEACHING ALPHABET (I.T.A.), TO REMEDIATE READING DISABILITIES IN FIRST-YEAR COLLEGE STUDENTS, EDULEARN17 Proceedings, pp. 9690-9694.
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