Phonemic awareness has been identified as an essential precursor to reading. Many children suffer from a condition called central auditory processing disorder. Students suffering from this disorder have difficulty distinguishing between phonemes. This study was conducted to determine the effectiveness for developing phonemic awareness skills in early readers by using a computer program designed to enhance the phonemic awareness skills of students. During the 2001-2002 school year, students located at two Kingsport elementary schools were administered the Brigance Comprehensive Inventory of Basic Skills pretest and posttest. Based on the results of the pretest and posttest data, it was determined that there were no significant differences between students receiving the specialized phonemic awareness training as compared to a probabilistically equivalent group of students never having received the specialized phonemic awareness training.
","abstract_html":"<p>Phonemic awareness has been identified as an essential precursor to reading. Many children suffer from a condition called central auditory processing disorder. Students suffering from this disorder have difficulty distinguishing between phonemes. This study was conducted to determine the effectiveness for developing phonemic awareness skills in early readers by using a computer program designed to enhance the phonemic awareness skills of students. During the 2001-2002 school year, students located at two Kingsport elementary schools were administered the Brigance Comprehensive Inventory of Basic Skills pretest and posttest. Based on the results of the pretest and posttest data, it was determined that there were no significant differences between students receiving the specialized phonemic awareness training as compared to a probabilistically equivalent group of students never having received the specialized phonemic awareness training.</p>","abstract_has_math":false,"creators":["Hatfield, Raymond Lee"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-03T07:00:00Z","date_published":"2003-05-03T07:00:00Z","updated_at":"2026-07-24T02:19:21Z","subjects":["Phonological Awareness","Phonemic Awareness","Change","Direct Instruction","Educational Reform","Leadership","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/745","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hatfield, Raymond Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2003-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Phonological Awareness","Phonemic Awareness","Change","Direct Instruction","Educational Reform","Leadership","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/1902/viewcontent/HatfieldR04162003a.pdf","https://dc.etsu.edu/etd/745"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Phonemic awareness has been identified as an essential precursor to reading. Many children suffer from a condition called central auditory processing disorder. Students suffering from this disorder have difficulty distinguishing between phonemes. This study was conducted to determine the effectiveness for developing phonemic awareness skills in early readers by using a computer program designed to enhance the phonemic awareness skills of students. During the 2001-2002 school year, students located at two Kingsport elementary schools were administered the Brigance Comprehensive Inventory of Basic Skills pretest and posttest. Based on the results of the pretest and posttest data, it was determined that there were no significant differences between students receiving the specialized phonemic awareness training as compared to a probabilistically equivalent group of students never having received the specialized phonemic awareness training.
"]},{"key":"dc:title","label":"Title","values":["Comparisons of Reading Scores in Two Tennessee Elementary Schools Between Students Receiving and Not Receiving Specialized Training in Phonemic Awareness."]}]}],"canonical_facts":{"dc:creator":["Hatfield, Raymond Lee"],"dc:date.issued":["2003-05-03T07:00:00Z"],"dc:description.abstract":["Phonemic awareness has been identified as an essential precursor to reading. Many children suffer from a condition called central auditory processing disorder. Students suffering from this disorder have difficulty distinguishing between phonemes. This study was conducted to determine the effectiveness for developing phonemic awareness skills in early readers by using a computer program designed to enhance the phonemic awareness skills of students. During the 2001-2002 school year, students located at two Kingsport elementary schools were administered the Brigance Comprehensive Inventory of Basic Skills pretest and posttest. Based on the results of the pretest and posttest data, it was determined that there were no significant differences between students receiving the specialized phonemic awareness training as compared to a probabilistically equivalent group of students never having received the specialized phonemic awareness training.
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