Do Gaps Exist Between Preschool and Kindergarten Teachers Regarding Phonological Awareness Knowledge
Date of Award
3-8-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Kent Layton
Abstract
The quantitative methods study examined and compared the knowledge of phonological awareness between preschool and kindergarten teachers. A multiple-choice knowledge survey was utilized to determine levels of understanding between the two groups of teachers. The knowledge survey consisted of questions pertaining to definitions of phonological awareness terms and phonological and phonemic awareness tasks. Personal information about literacy trainings the participants had attended and instructional time spent on phonological awareness activities were also included in the knowledge survey. The purpose of the study was to determine if gaps existed between the preschool and kindergarten teachers.
Recommended Citation
Sharp, Carrie, "Do Gaps Exist Between Preschool and Kindergarten Teachers Regarding Phonological Awareness Knowledge" (2024). Theses and Dissertations. 1182.
https://research.ualr.edu/etd/1182
