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Emans, Robert – Reading Teacher, 1973
Descriptors: Beginning Reading, Learning Processes, Linguistics, Phonetics
Goodman, Kenneth S. – Elementary English, 1972
Descriptors: Education, Graphemes, Learning, Phonemes
Davis, Lillie Smith – Elementary English, 1972
Coordination of phonics instruction in reading and in spelling would substantially strengthen skills necessary to satisfactory progress in both subjects. (Author/MB)
Descriptors: Generalization, Phonics, Phonology, Program Descriptions
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Jacobson, Ruth – Teaching Exceptional Children, 1971
Descriptors: Exceptional Child Education, Language Instruction, Learning Disabilities, Phonics
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Joseph, Laurice M. – School Psychology Review, 2002
Word boxes and word sorts are two word study phonics approaches that involve teaching phonemic awareness, making letter-sound associations, and teaching spelling through the use of well-established behavioral principles. The current study examines the effectiveness of word boxes and word sorts. Findings revealed that word boxes and word sort…
Descriptors: Beginning Reading, Instructional Effectiveness, Learning Disabilities, Phonics
Strucker, John; Yamamoto, Kentaro; Kirsch, Irwin – National Center for the Study of Adult Learning and Literacy (NCSALL), 2007
This study's aim was to understand the relationship of the component skills of reading, such as word recognition, vocabulary, and spelling, to large-scale measures of literacy, such as the 1992 National Adult Literacy Survey (NALS) (Kirsch, Jungleblut, Jenkins, & Kolstad, 1993) and the closely related International Adult Literacy Survey (IALS)…
Descriptors: Word Recognition, Spelling, Vocabulary Skills, Reading Comprehension
McCabe, Don – 1994
Arguing that following some simple concepts can drastically reduce the rate of illiteracy, this booklet maintains that the extent of the literacy problem is teacher-induced and can be reversed by the systematic teaching of the phonics of the English language. The booklet argues that students in grades 1-3 are just beginning to learn how to read…
Descriptors: Elementary Secondary Education, English, Illiteracy, Phonics
Groff, Patrick – 1971
This monograph reviews discussions of the nature of syllables, in order to determine the usefulness of the syllable as a tool in teaching children to read and spell. The review found that the nature of the syllable remains controversial; there are at least four different definitions in the contemporary literature. The sharpest disagreements seem…
Descriptors: Beginning Reading, Elementary Education, Linguistics, Literature Reviews
Glazer, Susan Mandel – 1998
This concise book shares several sensible, logical, and meaningful approaches that guide young children to use the written coding system to read, spell, and make meaning of the English language coding system. The book demonstrates that phonics, spelling, and word study are essential parts of literacy learning. After an introduction, chapters are:…
Descriptors: Childrens Literature, Elementary Education, Phonics, Reading Instruction
Moses, Edward P. – Edwards & Broughton Company, 1895
This series of school books is based upon the principle that children may be taught to spell and read by sound thousands of English words as easily as words are taught in German schools. This textbook is a reader used for spelling instruction. It uses the phonic method and avoids diacritical marks. To gather material for making the teaching of…
Descriptors: Phonics, Auditory Training, Spelling, English (Second Language)
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Marino, Jacqueline L. – Language Arts, 1981
Patterns of misspelling common to children's writing are examined to help teachers recognize the strategies used by developing spellers so that they can provide more focused and individualized spelling instruction. (HTH)
Descriptors: Elementary Education, Error Analysis (Language), Language Arts, Phonics
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Foorman, Barbara R.; Francis, David J. – Reading and Writing: An Interdisciplinary Journal, 1994
Uses exploratory data analysis to examine changes in individual reading and spelling patterns during first grade. Notes that subjects received 45 minutes of daily letter-sound instruction. Finds that spelling and reading responses progressed from nonphonetic, to phonetic, to correct. Finds also that those slow to improve in phoneme deletion were…
Descriptors: Beginning Reading, Grade 1, Phonics, Phonology
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Hart, Teresa M.; Berninger, Virginia M.; Abbott, Robert D. – School Psychology Review, 1997
Multi-level hierarchical linear modeling was used to compare growth curves for children receiving instruction aimed at single orthographic-phonological connections. Growth rate on phonics probes was significantly faster for the group receiving multiple-connections treatment. Urges school psychologists to recommend multiple strategies for helping…
Descriptors: Children, Phonics, Pretests Posttests, Reading Research
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Andrews, Sally; Woollams, Anna; Bond, Rachel – Journal of Memory and Language, 2005
Two experiments investigated naming performance for items with and without digraphs. Both experiments compared performance for Regular Consistent, Regular Inconsistent and Exception words. Experiment 1 also compared nonwords with Non-Existent Bodies to those with existing Consistent and Inconsistent Bodies. Naming was slower for nonwords…
Descriptors: Comparative Analysis, Word Recognition, Phoneme Grapheme Correspondence, Graphemes
Goodman, Ken S. – 1993
Noting that the word "phonics" has become so politically charged that it is probably the most widely misunderstood and misrepresented aspect of language education today, this book takes a fresh look at the debate about the use of phonics in reading instruction. After defining phonics, the book addresses the science, teaching, and…
Descriptors: Elementary Education, Emergent Literacy, Individual Development, Phonics
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