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Rethinking Sight Words
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Miles, Katharine Pace; Rubin, Gregory B.; Gonzalez-Frey, Selenid – Reading Teacher, 2018
The purpose of this article is to rethink how sight words are categorized in early childhood classrooms. Three categories of words (regularly spelled, temporarily irregularly spelled, and permanently irregularly spelled) are presented as a way to think about the orthographic representations of words and how these representations interact with…
Descriptors: Sight Method, Reading Instruction, Sight Vocabulary, Early Childhood Education
Sharing Alphabet Books in Early Childhood Classrooms
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Bradley, Barbara A.; Jones, Jennifer – Reading Teacher, 2007
To achieve academically, young children need a strong foundation in literacy. Alphabet knowledge is one aspect of early literacy. This article presents the importance of and the components of alphabet knowledge. An exploratory study in which prekindergarten and kindergarten teachers read aloud three different alphabet books to their students in a…
Descriptors: Orthographic Symbols, Kindergarten, Young Children, Emergent Literacy
Developing a Kindergarten Phonemic Awareness Program: An Action Research Project (Early Childhood).
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Reiner, Kathleen – Reading Teacher, 1998
Describes an action research project carried out by a kindergarten teacher as she incorporated phonemic awareness activities into the daily classroom routine. Discusses classroom activities, how she developed data collection processes, and how her data analysis showed systematic student growth in literacy and enthusiasm. (SR)
Descriptors: Action Research, Class Activities, Emergent Literacy, Instructional Effectiveness
Children's Grasp of Phonics Terms vs. Sound-Symbol Relationships.
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Tovey, Duane R. – Reading Teacher, 1980
Concludes that children in grades two through six can learn sound-symbol relationships even though they cannot define phonics terms or give examples of them. (DD)
Descriptors: Children, Elementary Education, Phoneme Grapheme Correspondence, Phonics
A Test for Assessing Phonemic Awareness in Young Children.
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Yopp, Hallie Kay – Reading Teacher, 1995
Describes the Yopp-Singer Test of Phoneme Segmentation, which provides teachers with a tool for assessing children's phonemic awareness and identifying children who may experience difficulty in reading and spelling. Offers evidence of its reliability and validity, and discusses its use. (SR)
Descriptors: Language Acquisition, Phonemes, Primary Education, Test Reliability
Word Boxes Help Children with Learning Disabilities Identify and Spell Words.
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Joseph, Laurice M. – Reading Teacher, 1999
Describes Marie Clay's word boxes that help children attend to phonological and orthographic features of words, developing phonemic awareness and improving word recognition and spelling. Describes a study showing that the use of word boxes with several elementary school students with learning disabilities was effective for improving and…
Descriptors: Beginning Reading, Elementary Education, Learning Disabilities, Phoneme Grapheme Correspondence
Spelling Strategies on the Wide Range Achievement Test.
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Nolen, Patricia; McCartin, Rosemarie – Reading Teacher, 1984
Misspellings by first through fifth grade students were classified as to probable underlying spelling strategies. An overall shift strategy from sound to print was reflected in fifth grade errors independent of word difficulty. (FL)
Descriptors: Achievement Tests, Educational Research, Elementary Education, Learning Strategies