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How Is Contextualized Spelling Used to Support Reading in First-Grade Core Reading Programs?
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Cooke, Nancy L.; Slee, Jill M.; Young, Cheryl A. – Reading Improvement, 2020
There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…
Descriptors: Spelling, Reading Instruction, Teaching Methods, Reading Programs
Using Education Assistants to Help Pave the Road to Literacy: Supporting Oral Language, Letter-Sound Knowledge and Phonemic Awareness in the Pre-Primary Year
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Moore, Wendy; Hammond, Lorraine – Australian Journal of Learning Difficulties, 2011
Children with weak oral language skills are at risk of experiencing difficulty with early literacy acquisition. Intensive small group intervention during the pre-primary year has the potential to improve children's success in developing emergent literacy skills. Education assistants are a potentially powerful resource for supporting students at…
Descriptors: Intervention, Oral Language, Phonological Awareness, Phonemic Awareness
Phonological Awareness Software for Dyslexic Children
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Kazakou, Maria; Soulis, Spyros; Morfidi, Eleni; Mikropoulos, Tassos A. – Themes in Science and Technology Education, 2011
The improvement in the ability to process sounds in oral language (phonological awareness) through the contribution of Information and Communication Technologies (ICT) is reported by many researchers. However, deficits in phonological awareness may persist despite intervention. There is increasing research interest on how educational technology…
Descriptors: Phonological Awareness, Computer Software, Computer Uses in Education, Educational Technology
The Effect of Three Segmentation Options on Ease of Blending for Prealphabetic and Partial Alphabetic Readers.
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Murray, Bruce A.; Brabham, Edna G.; Villaume, Susan K.; Veal, Margo – 2002
Blending means smoothing together subword segments to try to identify a spoken word. Research suggests that beginning readers need to blend to combine the phonemes they "sound out" into a recognizable approximation of a known word. Popular wisdom presumes blending is easiest when the segments of words are whispered and when syllables are…
Descriptors: Beginning Reading, Emergent Literacy, Kindergarten Children, Learning Activities
A Unique, Neurologically Integrated Approach Designed to Simultaneously Teach Letter Sounds and Formations
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Massengill, Donita; Sundberg, Mary Lou – Reading Improvement, 2006
The purpose of this article is to present an integrated alphabetic approach that "simultaneously" teaches letter sounds and formations. We share with you the research that supports this integrated approach and present the procedures to implement this approach. Further, we document the effect of using this new integrated alphabet approach on the…
Descriptors: Orthographic Symbols, Grade 1, Summer Schools, Alphabets
Knowing Letter Names and Learning Letter Sounds: A Causal Connection
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Share, David L. – Journal of Experimental Child Psychology, 2004
Two experiments tested the common assumption that knowing the letter names helps children learn basic letter-sound (grapheme-phoneme) relation because most names contain the relevant sounds. In Experiment 1 (n=45), children in an experimental group learned English letter names for letter-like symbols. Some of these names contained the…
Descriptors: Alphabets, Phoneme Grapheme Correspondence, Experimental Groups, Control Groups