Date

8-24-2023

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Laura Mansfield

Keywords

articulation, phonology, phonological processing, dyslexia, virtual learning, video learning, service delivery models

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to determine if students who received video-based lessons of the place, manner, and voicing (PMV) of speech sounds demonstrated gains on reading achievement compared to students who did not receive the intervention. A quantitative, quasi-experimental study with a pretest, posttest was developed, using the instrumentation of the reading Measures of Academic Progress (MAP). This study addressed gaps in the existing research regarding the impact of video-based instruction of speech sounds on reading achievement. Participants in this study (n=136) were drawn from a convenience sample of kindergarten students attending two elementary schools within the same school district during the 2022-2023 school year. Over the 2022-2023 school year, video lessons on place, manner, and voicing of speech sounds aligned with the district’s reading curriculum were provided to the experimental school’s kindergarten teachers to play for their students. The control school students received standard instruction. Data was collected via a records review following the fall 2022 and spring 2023 reading MAP. Each participant served as their own control, and the analysis of covariance (ANCOVA) was used to analyze the MAP data. The results of the study found a statistically significant difference in overall reading MAP and foundational skills MAP between the control and experimental groups when controlling for prior reading achievement. This study found evidence to support the incorporation of video-based, whole group lessons of PMV on reading achievement. Recommendations for future research include expanding the current study to more schools within the district, region, and state.

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