Integrating Thematic-Fantasy Play and Phonological Awareness Activities in a Speech-Language Preschool Environment

By Constantine, Joseph L. | Journal of Instructional Psychology, March 2001 | Go to article overview

Integrating Thematic-Fantasy Play and Phonological Awareness Activities in a Speech-Language Preschool Environment


Constantine, Joseph L., Journal of Instructional Psychology


This report describes the experimental integration of two selected intervention strategies for children with speech articulation/phonological disorders in a preschool setting: 1) thematic-fantasy play (TFP) and 2) phonological awareness instruction. The treatment philosophy is based upon tenets of phonological development and the anticipated positive effects of play training on learning. Intervention was performed over a ten-week period in a self-contained phonology preschool group of four, four-year-old children. Effects of combining thematic-fantasy play and activities targeting discrimination and production of rhyming words were examined. Findings suggested positive gains in phonological awareness across the group. Potential benefit for generalization of metaphonological skills to other contexts was also pointed out.

The University of South Florida Communication Disorders Center (USF-CDC) has established ongoing speech-language intervention programs for children with delays in communication skills development. At our Center, clients are served in small, self-contained preschool environments which provide treatment to groups of four-to-eight children simultaneously. In order to address individual client needs, children are typically grouped with others who have similar intervention goals. This study focuses on a group of children in a phonology group that specifically targets speech production and phonological awareness.

Recent research has suggested that critical levels of phonological awareness can be improved through skilled instruction (Chard & Dickson, 1999). These findings have significant clinical implications for children with phonological disorders given the relationship between expressive phonology/ speech articulation and phonological awareness. Moreover, decreased phonological processing abilities at the preschool level have been found to hinder early reading development for both children with and without communication disorders (Fletcher et al., 1994). Therefore, basic instruction in phonological awareness, such as rhyming activities, with preschool children has been indicated. It has been suggested that the use of highly engaging, developmentally appropriate activities for teaching early phonological awareness facilitates subsequent acquisition of reading skills (Smith, Simmons, & Kameenui, 1998).

However, many so-called "highly engaging" activities currently employed with young children involve highly structured practice using direct word repetition, colored word cards, and pictures (Chard & Dickson, 1999). Such practices fall short of developmentally appropriate and increase the risk of numerous pitfalls for learners including decreased attention, fatigue, frustration, and lack of generalization to other contexts. One aim of the present study was to introduce more developmentally appropriate procedures for teaching phonological awareness to children under the age of five. It is also clearly in the interest of language and literacy development to provide preschool children with dramatic play experiences that draw from familiar thematic contexts (Ferguson, 1999). To be sure, the advantages of having children actively involved in expressive role-play should be self-evident in comparison to structured drill and practice. However, it was outside the scope of this experiment to compare instructional methods using a sample group and a control group. As a pilot project, the following procedures were applied using an experimental group of children who had previously shown little or no progress with rhyme discrimination and rhyme production skills even after eight weeks of traditional therapy.

Methods

Four, four-year-old male subjects with phonological disorders received experimental intervention integrating thematic-fantasy play (TFP) and phonological awareness instruction in a speech-language preschool environment. Five graduate clinicians in speech-language pathology alternated the responsibility of leading group activities with the children. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Integrating Thematic-Fantasy Play and Phonological Awareness Activities in a Speech-Language Preschool Environment
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.