Event Title
The Effects of a Rhythm Intervention on the Early Literacy Development: A Single Subject Design Experiment
Location
CSU Ballroom
Start Date
18-4-2016 2:00 PM
End Date
18-4-2016 3:30 PM
Student's Major
Speech, Hearing, and Rehabilitation Services
Student's College
Allied Health and Nursing
Mentor's Name
Megan Mahowald
Mentor's Department
Speech, Hearing, and Rehabilitation Services
Mentor's College
Allied Health and Nursing
Second Mentor's Name
Kelsey Collins
Second Mentor's Department
Speech, Hearing, and Rehabilitation Services
Second Mentor's College
Allied Health and Nursing
Description
This single subject study researches the link between rhythm and early literacy skills in children with disabilities. Rhythmic tasks are used to help improve the participant’s phonemic awareness, which will help the children develop literacy skills. The first participant, Alex is a five-year-old boy with Down syndrome. Alex attended 2 60-minute sessions over the course of 12 weeks. The second participant, Taylor is a four- year- old girl with suspected Autism. She attended 1 60-minute session for twelve weeks. Both participants are working to improve on language and early literacy skills. Intervention sessions include short stories, songs with rhythm activities, and target word activities. Therapy sessions are focused on developing phonemic awareness skills. Preliminary data shows that Alex and Taylor have made improvements with language and literacy tasks.
The Effects of a Rhythm Intervention on the Early Literacy Development: A Single Subject Design Experiment
CSU Ballroom
This single subject study researches the link between rhythm and early literacy skills in children with disabilities. Rhythmic tasks are used to help improve the participant’s phonemic awareness, which will help the children develop literacy skills. The first participant, Alex is a five-year-old boy with Down syndrome. Alex attended 2 60-minute sessions over the course of 12 weeks. The second participant, Taylor is a four- year- old girl with suspected Autism. She attended 1 60-minute session for twelve weeks. Both participants are working to improve on language and early literacy skills. Intervention sessions include short stories, songs with rhythm activities, and target word activities. Therapy sessions are focused on developing phonemic awareness skills. Preliminary data shows that Alex and Taylor have made improvements with language and literacy tasks.
Recommended Citation
Bachmann, Alexis. "The Effects of a Rhythm Intervention on the Early Literacy Development: A Single Subject Design Experiment." Undergraduate Research Symposium, Mankato, MN, April 18, 2016.
https://cornerstone.lib.mnsu.edu/urs/2016/poster-session-B/7
