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Phonemes in Use: Multiple Activities for a Critical Process
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Manyak, Patrick C. – Reading Teacher, 2008
Several decades of research have established the critical role of phonemic awareness in the development of beginning reading. In particular, phonemic awareness makes early phonics instruction useful for children and facilitates their ability to blend letter sounds while decoding words, to learn sight words reliably, and to spell phonetically. A…
Descriptors: Phonics, Phonemes, Phonology, Beginning Reading
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
Supporting Phonemic Awareness Development in the Classroom.
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Yopp, Ruth Helen; Yopp, Hallie Kay – Reading Teacher, 2000
Argues that phonemic awareness instruction should be a thoughtful, conscious component of early literacy programs (without replacing other crucial areas of instruction). Discusses what phonemic awareness is and how it differs from auditory discrimination, phonetics, or phonics. Describes what phonemic awareness instruction looks like in the…
Descriptors: Beginning Reading, Class Activities, Early Childhood Education, Emergent Literacy
Kindergarteners Talk about Print: Phonemic Awareness in Meaningful Contexts.
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Richgels, Donald J.; And Others – Reading Teacher, 1996
Describes an instructional activity (used with kindergarten students) called "What Can You Show Us?" which embeds phonemic awareness in quality, contextualized reading, and writing activities. (SR)
Descriptors: Beginning Reading, Class Activities, Kindergarten, Phoneme Grapheme Correspondence
Building Practical Knowledge of Letter-Sound Correspondences: A Beginner's Word Wall and Beyond.
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Wagstaff, Janiel M. – Reading Teacher, 1998
Describes how one kindergarten teacher developed self-monitoring and searching behaviors in her class of beginning readers. Describes an array of reading and writing activities that advanced students' phonemic awareness, letter-sound knowledge, and facility with reading and writing--learning that was proudly constructed with ownership shared…
Descriptors: Beginning Reading, Childrens Writing, Emergent Literacy, Kindergarten
Experimental Reading with Invented Spelling (ERIS): A Preschool and Kindergarten Method.
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Richgels, Donald J. – Reading Teacher, 1987
Describes a program that associates phonics instruction with children's earliest reading and writing, using the ERIS method to teach sound/letter correspondences and to provide opportunities for writing and reading. (NKA)
Descriptors: Beginning Reading, Classroom Techniques, Instructional Innovation, Kindergarten