How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling.

Foorman, Barbara R.; And Others

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Peer reviewed

ERIC Number: EJ442336

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling.

Foorman, Barbara R.; And Others

Journal of Educational Psychology, v83 n4 p456-69 Dec 1991

Eighty children in first grade classes differing in the amount of letter-sound instruction daily were administered tests of phonemic segmentation, reading, and spelling three times during the year. No classroom differences in phonemic segmentation were found, but classrooms with more letter-sound instruction showed more spelling and reading improvement. (SLD)

Descriptors: Achievement Gains, Beginning Reading, Classroom Techniques, Elementary School Students, Grade 1, Phoneme Grapheme Correspondence, Phonemic Awareness, Primary Education, Reading Achievement, Reading Instruction, Spelling, Student Development

Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A