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Identifying Effective Methods of Instruction for Adult Emergent Readers through Community-Based Research
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Blackmer, Rachel; Hayes-Harb, Rachel – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2016
We present a community-based research project aimed at identifying effective methods and materials for teaching English literacy skills to adult English as a second language emergent readers. We conducted a quasi-experimental study whereby we evaluated the efficacy of two approaches, one based on current practices at the English Skills Learning…
Descriptors: Teaching Methods, Literacy Education, English (Second Language), Second Language Instruction
Low Intensity Phonological Awareness Training in a Preschool Classroom for Children with Communication Impairments
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Laing, Sandra P.; Espeland, Wendy – Journal of Communication Disorders, 2005
Phonological awareness is a term that refers to one's knowledge of the sound structure of spoken language. Children who understand that sounds in language represent the letters used in reading and writing typically learn to read more easily than children who do not. Children with language and/or speech impairments often demonstrate a lack of…
Descriptors: Intervention, Speech Impairments, Reading Skills, Preschool Children
An Examination of Phonological Awareness Treatment Outcomes for Seventh-Grade Poor Readers from a Bilingual Community
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Swanson, Teri J.; Hodson, Barbara W.; Schommer-Aikins, Marlene – Language, Speech, and Hearing Services in Schools, 2005
Purpose: The goal of this study was to examine posttreatment outcomes following direct, systematic phonological awareness instruction for seventh-grade poor readers, most of whom had English as their second language. Method: The treatment group (n=35) participated in small-group instruction sessions that emphasized phonological awareness at the…
Descriptors: Reading Skills, Outcomes of Treatment, Grade 7, Reading Difficulties
Explicit Phoneme Training Combined with Phonic Reading Instruction Helps Young Children at Risk of Reading Failure
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Hatcher, Peter J.; Hulme, Charles; Snowling, Margaret J. – Journal of Child Psychology and Psychiatry, 2004
Background: We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children. Method: Four hundred and ten children, of pre-kindergarten age, in 20 UK Reception-year classrooms were divided into four matched groups and randomly assigned to one of three experimental teaching conditions,…
Descriptors: Reading Difficulties, Phonetics, Phonemes, Reading Failure