Cristina Williams: Speech Pathology & Audiology
Faculty Mentor: Dr. Arnold Olszewski
Graduate Student: Lauren Satterlee
Chloe Mech: Speech Pathology & Audiology
Hannah Mortimer: Speech Pathology & Audiology
Rachel Bell: Speech Pathology & Audiology
Colleen Altomari: Speech Pathology & Audiology, Italian Studies
Phonological awareness is the ability to recognize and manipulate sounds in words (Anthony & Francis, 2005). Phonological awareness and vocabulary are foundational skills for literacy (NELP, 2008). There is evidence of a relationship between phonological awareness and vocabulary knowledge in children (Metsala, 1997). This project will explore a novel intervention strategy for vocabulary and phonological awareness, based on best practices.
Do children demonstrate gains in phonological awareness and vocabulary skills following intervention?
Design: Multiple baseline across participants and behaviors single case experimental design
Participants: Two children 4 and 5 years old enrolled in Pre-K. No identified disabilities, but delays in phonological awareness.
Measures: PA Fluency measure and definitional vocabulary task.
Intervention: 10-15 minute scripted lessons 3 times/week for 8 weeks. Includes modeling, practice, and feedback on phonological awareness and vocabulary items.
Data collection is underway but looks promising.
Children showed gains in corresponding phonological awareness and vocabulary skills after brief instruction.
Lesson delivery was more efficient than two separate interventions.
Future research should investigate this at a larger scale.
CALL Lab
Faculty Mentor: Dr. Arnold Olszewski
Graduate Student: Lauren Satterlee
Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-259.
Metsala, J. L. (1997). An examination of word frequency and neighborhood density in the development of spoken-word recognition. Memory & Cognition, 25(1), 47–56. https://doi.org/10.3758/bf03197284
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
Throughout my research experience I have been fortunate enough to learn and grow in various areas of the NACE Career Readiness Competencies. Specifically, I have grown in communication by understanding the importance of promptly listening and asking questions in an organized and effective manner. Another aspect where I have grown is in my leadership skills by using innovative thinking and seeking help when needed. I have also learned how to serve as a leader by always approaching my duties with confidence and optimism. Lastly, I have grown in my teamwork abilities by learning how to effectively collaborate with others, build relationships, and manage setbacks.