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Exploring Connections among Reading, Spelling, and Phonemic Segmentation during First Grade.
Peer reviewed Peer reviewed
Foorman, Barbara R.; Francis, David J. – Reading and Writing: An Interdisciplinary Journal, 1994
Uses exploratory data analysis to examine changes in individual reading and spelling patterns during first grade. Notes that subjects received 45 minutes of daily letter-sound instruction. Finds that spelling and reading responses progressed from nonphonetic, to phonetic, to correct. Finds also that those slow to improve in phoneme deletion were…
Descriptors: Beginning Reading, Grade 1, Phonics, Phonology
Early Interventions for Children with Reading Disabilities.
Peer reviewed Peer reviewed
Foorman, Barbara R.; Francis, David J.; Winikates, Debbie; Mehta, Paras; Schatschneider, Christopher; Fletcher, Jack M. – Scientific Studies of Reading, 1997
Examines effectiveness of three different reading interventions in reading disabled second and third graders. Compares growth in phonological and orthographic processing and word reading. Finds the most significant mediator of intervention effects was initial differences in phonological and orthographic processing skills. Concludes that synthetic…
Descriptors: Early Intervention, Instructional Effectiveness, Phonics, Primary Education
How Reading Instruction Mediates Progress in First Grade Reading and Spelling.
Foorman, Barbara R.; And Others – 1989
A year-long study examined how phonics or whole word instruction affected first graders' progress in reading and spelling words. Subjects, 80 Houston, Texas students of average reading and intellectual abilities from three classrooms receiving phonics instruction and three classrooms receiving whole word instruction, were administered a phonemic…
Descriptors: Beginning Reading, Comparative Analysis, Grade 1, Oral Reading
Visual and Phonological Processing of Words: A Comparison of Good and Poor Readers.
Peer reviewed Peer reviewed
Foorman, Barbara R.; Liberman, Dov – Journal of Learning Disabilities, 1989
Comparison of 80 beginning first graders, half receiving phonics instruction and half receiving whole word instruction, found, for both groups, those above grade level in reading excelled in phonological recoding and application of grapheme-phoneme correspondence rules while those below grade level applied visual-orthographic knowledge more than…
Descriptors: Auditory Perception, Grade 1, Phoneme Grapheme Correspondence, Phonics
Early Interventions for Children with Reading Problems: Study Designs and Preliminary Findings.
Peer reviewed Peer reviewed
Foorman, Barbara R.; And Others – Learning Disabilities: A Multidisciplinary Journal, 1997
Describes preliminary results obtained from preventive, early intervention, and remediation studies with culturally diverse elementary students with significant reading problems. The effects of daily phonological awareness activities, a synthetic phonics approach, and explicit instruction in the alphabet are summarized. Ethnic differences in…
Descriptors: Children, Cultural Differences, Early Intervention, Educational Strategies
Visual and Phonological Processing of Words: A Comparison of Good and Poor Readers.
Foorman, Barbara R.; Liberman, Dov – 1988
Investigating how good and poor readers process words, a study examined the spelling and reading processes of 80 middle-class first grade students from three schools in Houston, Texas, 40 who were receiving whole word instruction, and 40 receiving phonics instruction. Based on scores from the Gates-McGinitie Reading Test, Basic R (administered in…
Descriptors: Beginning Reading, Decoding (Reading), Grade 1, Oral Reading