Phonemic Awareness: One Approach To Individualized Instruction

This study examined the effectiveness of a recently developed set of individualized lessons for kindergarten children at-risk for reading problems because of limited phonemic awareness skills. Four participants were selected via teacher referral and a score below the 25th percentile on the Test of Phonological Awareness. Sixteen lessons (focusing on six phonemes) and weekly assessments followed the selection of the participants. Each child was individually instructed in two 10-15 minute sessions each week for eight weeks and then given an assessment at the end of each week. Single case design was utilized to document the effectiveness of the lessons. Results indicated that the lessons were effective for three of the four children. Possible explanations are discussed as to why the fourth child did not progress as well as the other three children. Implications for the use of individualized instruction on phonemic awareness for phonologically at-risk children are discussed