ABSTRACT
The lack of culturally appropriate norms for assessing the speech and language status of children has been an ongoing issue. At present, there are no normative data against which to assess the phonological skills of children. The purpose of the present study was to assess the effectiveness of phonological awareness (PA) training with typically developing preschool children in a classroom setting. The study used sample of 50 preschool children through the guidance of their teachers. Questionnaires were used together data for the study.
The findings indicated that informal articulation or phonological assessments were widely used. Only a minority of the respondents used standardized articulation or phonological assessments. The majority of the respondents felt that the lack of locally developed standardized tests and the utilization of informal assessments of articulation and phonology in their clinics did not provide accurate diagnoses or intervention plans. They felt that there was a need for collecting phonological developmental data and creating articulation and phonology assessments for children.
TABLE OF CONTENTS
Page
DECLARATION i
ABSTRACT ii
ACKNOWLEDGEMENT iii
DEDICATION iv
LIST OF TABLES ix
CHAPTER
1: INTRODUCTION
Background to the study
Statement of the problem
Research objectives
Research questions
Significance of the study
Organization of the study
CHAPTER 2: REVIEW OF RELATED LITERATURE
Introduction
Phonological sound
Pholonogical awareness
Developing phonological awareness
Alphabetical knowledge
Development of alphabetical knowledge
The contribution of phonological awareness and alphabetical accuracy
Development of phonological awareness skills
Phonological awareness instructions
Activities that heightens phonological awareness
Studies on phonological awareness training
CHAPTER 3: METHODOLOGY
Introduction
Study design
Population
Sample and sampling procedure
Instruments
Primary and secondary data
Validity and reliability
CHAPTER 4: RESULTS AND DISCUSSION
Introduction
Quantitative measures
Phonological accuracy
Phonological patterns
Age and gender
Phonological acquisition
Socio economical background
Implications
CHAPTER 5: SUMMARY, CONCLUSION & RECOMMENDATION
Introduction
Limitation and future directions
Recommendations
REFERENCES
APPENDICES
