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Cronnell, Bruce – 1971
As part of the development of the phonics-based reading component of the SWRL Model 2 Communication Skills Program for kindergarten through third grade, this set of 166 spelling-to-sound correspondence rules for one- and two-syllable words was created. Designed to accompany a lexicon for beginning reading instruction, this booklet includes an…
Descriptors: Beginning Reading, Consonants, Grade 1, Grade 2
Venezky, Richard L.; Johnson, Dale – 1972
Tests for four letter-sound generalizations--"c" pronounced as [k] or [s] and "a" pronounced as [ae] or [e]--were given to 73 first, second, and third grade children at six-week intervals during a single school year. Each test included five synthetic words (e.g., cipe, acim, bice, cib, ocet) for each generalization. Children responded individually…
Descriptors: Diagnostic Tests, Grade 1, Grade 2, Grade 3
Vandever, Thomas R. – 1971
The purposes of this study were to assess the effect of phoneme-grapheme consistency (PGC) and cue emphasis (CE) on the development of decoding skills in first graders and to determine the relationship of consistency of original lists to the recognition of new words. Subjects were 162 first graders, mean age 6.11 years and scoring above 30 on the…
Descriptors: Auditory Discrimination, Cues, Discrimination Learning, Grade 1
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Dorval, Bruce; And Others – Reading Teacher, 1978
Research indicates that the Wallach and Wallach tutorial reading program for low-readiness first graders which emphasizes phoneme identification skills is effective. (MKM)
Descriptors: Auditory Discrimination, Beginning Reading, Disadvantaged Youth, Grade 1
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Dermott, R. Allan; And Others – Research in Rural Education, 1982
This paper describes the results of a study assessing the impact on field independence-dependence of decoding as a component of reading instruction for 225 first graders. Such drill appears to affect the ability to disembed, a component of field independence-dependence, but not to affect the ability to identify vertically. (Author)
Descriptors: Basal Reading, Beginning Reading, Decoding (Reading), Field Dependence Independence
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Biallas, Lisa; Dunn, Sally – 1999
This report describes a program for enhancing the phonemic awareness and phonetic ability needed when decoding print and spelling. The targeted population consists of first grade students in a growing suburban community located in the Northwest suburbs of Chicago. Evidence for the existence of this problem are documented through a letter…
Descriptors: Action Research, Basal Reading, Decoding (Reading), Grade 1
Pernai, Karen; Pulciani, Jodie; Vahle, Heather – 2000
The purpose of this study was to determine the effectiveness of the implementation of the Hello Reader Scholastic Phonics program as an addition to an already rich, literature-based curriculum. Test data suggested that primary grade students were not developing phonetic skills sufficient to meet district expectations. This research was designed to…
Descriptors: Action Research, Grade 1, Instructional Effectiveness, Phonics
Juel, Connie; Minden-Cupp, Cecilia – 1999
A study analyzed word recognition instruction in four first-grade classrooms to begin to identify the instructional practices that best foster learning to read words for particular profiles of children. The study was based on the question of which, and how many, word-recognition strategies should be taught to first-grade children. Subjects were…
Descriptors: Beginning Reading, Grade 1, Phonemic Awareness, Phonemics
Thew, Carol – Engl Quart, 1970
A first grade teacher relates various techniques, based on her knowledge of linguistics, which she uses to teach reading and language awareness; illustrated. (RD)
Descriptors: Applied Linguistics, Beginning Reading, Grade 1, Graphemes
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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
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Spaai, Gerard W. G.; And Others – Journal of Educational Research, 1991
Experiments investigated the learning effects of two strategies (whole-word and segmented feedback) in beginning readers. Results from both experiments indicate whole-word sound feedback is more helpful than segmented feedback. (SM)
Descriptors: Beginning Reading, Feedback, Foreign Countries, Grade 1
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McBride-Chang, Catherine – Merrill-Palmer Quarterly, 1999
This study investigated the development of alphabet knowledge among 91 nonreading children followed from the beginning of kindergarten through the middle of first grade. Findings suggested that alphabet knowledge consists of both letter-name and letter-sound knowledge, which have different developmental patterns and which have unique importance…
Descriptors: Beginning Reading, Grade 1, Graphemes, Kindergarten
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Dahl, Karin L.; Scharer, Patricia L. – Reading Teacher, 2000
Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the…
Descriptors: Classroom Research, Grade 1, Phonics, Primary Education
Peer reviewed Peer reviewed
Reutzel, D. Ray; Sabey, Brenda – Reading Research and Instruction, 1996
Explores whether first-grade students' concepts about reading differed as a function of their teachers' theoretical orientations to reading instruction. Finds that whole language students verbalized more reading strategies than other students, valued and used phonics as much as other teachers and students, and viewed reading books as the central…
Descriptors: Grade 1, Phonics, Primary Education, Reading Attitudes
Peer reviewed Peer reviewed
Joseph, Laurice M. – Reading Research and Instruction, 2000
Compares the effectiveness of word box instruction and word sort instruction on 42 first-grade children's phonemic awareness, word identification, and spelling performance. Finds significant differences favoring (1) word box instruction over traditional instruction on all measures except spelling; and (2) word sort instruction over traditional…
Descriptors: Comparative Analysis, Decoding (Reading), Grade 1, Instructional Effectiveness
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