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Marsh, George; Sherman, Marjorie – 1971
The ability of 50 kindergarten children to discriminate and produce the phonemes typically used in early phonic-based reading instruction was investigated in matching-to-sample discrimination task and an echoic production task. The phonemes were presented to each child in isolation and in a word context in both tasks. The average time required to…
Descriptors: Articulation (Speech), Auditory Discrimination, Educational Research, Kindergarten Children
Rudegeair, Robert E. – 1972
Training tasks that comprise the word attack component of phonics reading programs are discussed. Tasks that reflect phonics subskills are drawn from the literature, and variables that appear crucial in distinguishing these tasks are discussed. The analysis is viewed as necessary to generating research questions in a program attempting to assess…
Descriptors: Beginning Reading, Decoding (Reading), Phonics, Primary Education
Ho, Wai-Ching; And Others – 1970
To make this report more readable for teachers and still present all the data, it was compiled in two parts: (1) Report to Teachers and (2) Technical Report. The investigation was conducted (1) to compare the longitudinal effects of the initial teaching alphabet (i.t.a.) and traditional orthography (T.O.) beginning reading programs through and end…
Descriptors: Basic Reading, Initial Teaching Alphabet, Kindergarten, Longitudinal Studies
Office for Standards in Education, London (England). – 2001
The change in teachers' attitudes to the teaching of phonics has been one of the significant gains brought about by the National Literacy Strategy. Nevertheless, while phonics is now taught in a high percentage of lessons, there is still much further to go before the quality of the teaching is good enough to have the impact which is needed on…
Descriptors: British National Curriculum, Curriculum Evaluation, Instructional Effectiveness, Phonics
Raven, Jennifer N. – 1997
Most educators agree that an approach balanced between phonics and whole language is the best method of teaching beginning readers. Marie Carbo (1996) discusses the importance of focusing on a balanced approach to reading, because different students have different learning styles. Children who learn best with phonics instruction have analytic and…
Descriptors: Beginning Reading, Cognitive Style, Instructional Effectiveness, Language Skills
Denton, David R. – 1998
This paper contends that the most difficult task facing state policymakers is to understand that the strong feelings on both sides of the reading debate may not be truly reflective of the choices before them--it is not a choice between teaching reading through phonics or whole language. The paper states that a good whole language program must…
Descriptors: Case Studies, Educational Practices, Phonics, Primary Education
Levin, Michael; Langton, Charan – 2000
This book presents a developmentally appropriate reading program created especially for young children to teach them to read fluently, and well, in 20 step-by-step lessons. It is suitable for both homeschooling and classroom use. The program offered in the book can also be used for children with reading difficulties. It offers a structured phonics…
Descriptors: Beginning Reading, Elementary School Students, Phonics, Primary Education
Ediger, Marlow – 2001
Students individually need to experience success in reading, be it a systematic approach in phonics or in whole language procedures. Quality action research, conducted within the local school/school system, needs to be conducted to notice which of these two procedures of reading instruction best meets student needs. Each student needs to achieve…
Descriptors: Academic Achievement, Action Research, Comparative Analysis, Phonics
Gardner, Traci – 2003
Boom! Br-r-ring! Cluck! Moo!--exciting sounds are everywhere. Whether visiting online sites that play sounds or taking a "sound hike," ask your students to notice the sounds they hear, then write their own book, using sound words, based on Dr. Seuss's "Mr. Brown Can MOO! Can You?" During the three 45-minute sessions, grade K-2…
Descriptors: Class Activities, Language Usage, Lesson Plans, Phoneme Grapheme Correspondence
Saunders, Dara; Gierke, Terri – 1999
This report describes a program for increasing phonemic awareness in the primary grades. The targeted population consisted of first and second grade students from middle class communities located in the Midwest. Research indicated that students who enter primary grades without phonemic awareness might have reading difficulties. Lack of phonemic…
Descriptors: Action Research, Beginning Reading, Decoding (Reading), Instructional Effectiveness

Groff, Patrick – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2001
Discusses whether or not beginning readers learn phonics best through instructional approaches that teach students to sound out letters, spell words, or combine the two. Concludes that caution is in order as experimental research assessing the effectiveness of each approach has yet to be conducted. Suggests, in the interim, instruction should be…
Descriptors: Beginning Reading, Instructional Effectiveness, Phonemic Awareness, Phonics
Taylor, Denny – Phi Delta Kappan, 1989
The recent Carvo/Chall phonics debate (in the September and November "Kappan" issues) reduces children's early literacy development to a battle over methods. Reductionist disagreements and simplistic notions about complex behaviors must yield to a theoretically grounded, unified approach to literacy learning and instructional practices.…
Descriptors: Discovery Learning, Emergent Literacy, Grade 3, Learning Processes

Kameenui, Edward J. – TEACHING Exceptional Children, 1996
An analogy is drawn between understanding Shakespeare's work and the debate about teaching beginning reading. The apparent ease of reading is seen to mask its very real complexity. The importance of the early reading environment for readiness and the necessity of teaching sounds and then words is stressed. Tips for teaching phonological awareness…
Descriptors: Beginning Reading, Classroom Techniques, Decoding (Reading), Phonics
Routman, Regie – Instructor, 1992
The article describes how to teach skills strategically in whole-language classrooms. It discusses differences between skills and strategies and notes how to move from skill to strategy. A section on teaching phonics examines phonics charts and personal phonics booklets; suggests an order for teaching phonics. (SM)
Descriptors: Beginning Reading, Phonics, Primary Education, Reading Skills

Treiman, Rebecca; And Others – Journal of Experimental Child Psychology, 1993
Two experiments explored the effects of one aspect of English phonology, syllabic consonants, on young children's spelling. For first graders, vowel omissions and misorderings occurred primarily for syllabic /r/ and /l/, whereas by second grade only orthographically influenced errors on syllabic /l/ remained. Results show that the sound form of…
Descriptors: Consonants, Elementary School Students, Kindergarten Children, Language Research