Date of Award

January 2022

Degree Type

Open Access Thesis

Document Type

Master Thesis

Degree Name

Master of Arts (MA)

Department

Communication Sciences and Disorders

First Advisor

Kellie C. Ellis

Department Affiliation

Clinical Therapeutic Programs

Second Advisor

Jade Hill Robinson

Department Affiliation

Clinical Therapeutic Programs

Third Advisor

Emily L. Zuccaro

Department Affiliation

Teaching, Learning, and Educational Leadership

Abstract

With growing numbers of online and electronic learning formats, it has become increasingly more crucial to consider literacy development and written language exposure in preschool-aged students. Emergent literacy, which includes print awareness, is a key element of future reading success. The following study aimed to examine children’s print awareness skills through dialogic reading using both printed and ebook formats. During this study, five participants were selected from a local, private preschool and participated in a weeklong study in which they were read to dialogically with specific prompts concerning print awareness skills for a one-on-one intervention. During the initial session, a series of 10 print awareness prompts were introduced and baseline data were collected based on the participants’ answers when given an ebook format and printed book format. The following days consisted of intervention by dialogic reading in both formats during individual sessions with the lead investigator. The final day of the study served as end of intervention data collection where the participants were asked the same 10 prompts as the initial session within both formats. Data revealed that dialogic reading served as a successful intervention and that preschool age students may perform print awareness tasks slightly better with printed books.

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