Open Access Dissertation
Doctor of Education (EdD)
Leadership and Counseling
Ronald Williamson, EdD, Chair
Jaclynn Tracy, PhD
Ella Burton, EdD
The primary purpose of this research study was to determine the impact of the Lindamood-Bell Phoneme Sequencing Program on phonemic awareness, reading fluency, and comprehension of at-risk first graders in one southwestern Michigan school district.
In the first phase of this research, baseline data in phonemic awareness and fluency scores were collected from two different first-grade classrooms to determine which students would be chosen for the study. The final study included 32 students, 16 from the experimental school and 16 from the control school. Both schools had similar demographic populations. In the second phase of the study, data were collected on phonemic awareness and fluency scores after the Lindamood–Bell Phoneme Sequencing Program was implemented with the first graders in the experimental school. In addition, comprehension scores were collected at two different times near the end of the study in order to compare reading gains in both school settings.
The data indicated that there were statistically significant relationships between the Lindamood–Bell Phoneme Sequencing Program and phonemic awareness. However, it was also noted that the experimental group had high phonemic awareness scores when baseline data were originally collected. There were also statistically significant relationships between the Lindamood–Bell Phoneme Sequencing Program and reading fluency and comprehension. The results suggested that if students understood phonemic awareness, reading fluency would also be gained, and in turn, reading comprehension would be greater. Therefore, phonemic awareness skills would eventually lead to greater comprehension. Results supported these conclusions.
Because this sample was small, the research study was considered a pilot. Further research recommendations included using the Lindamood–Bell Phoneme Sequencing Program with a larger population.
Laan, Andrea R. van der, "The effects of the Lindamood Phoneme Sequencing Program on reading fluency and comprehension of at-risk first-graders" (2006). Master's Theses and Doctoral Dissertations. 94.