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.

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Apr 18th, 2:00 PM Apr 18th, 3:30 PM

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.
http://cornerstone.lib.mnsu.edu/urs/2016/poster-session-B/7