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Direct linkYeh, Stuart S. – Early Childhood Research Quarterly, 2003
Several research studies linking early phonemic awareness to the prevention of later reading difficulties strongly suggest that phoneme segmentation and blending, rather than rhyming and alliteration abilities, are the key aspects of phonemic awareness that are related to the prevention of difficulties. Yet there is a persistent belief among many…
Descriptors: Reading Difficulties, Phonemes, Phonology, Beginning Reading
Peer reviewedArra, Christopher T.; Aaron, P. G. – Psychology in the Schools, 2001
Two studies compare phonology-based instructional strategies designed for improving spelling skills of elementary school children against instruction strategies that rely only on visual exposure of words. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the…
Descriptors: Educational Strategies, Elementary Education, Phonemes, Phonology
Peer reviewedFuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E. – Exceptional Children, 2002
A study explored the effectiveness and feasibility of phonological awareness (PA) training with and without beginning decoding components for 25 kindergartners with disabilities in inclusive schools. Students with special needs participating in PA with beginning decoding instruction did better than those just receiving PA and controls. (Contains…
Descriptors: Beginning Reading, Decoding (Reading), Disabilities, Elementary Education
Peer reviewedO'Connor, Rollanda E. – Learning Disabilities Research and Practice, 1999
A study involving 10 kindergarten teachers found that kindergarten children whose teachers learned to implement phonological and print awareness activities performed better than children in control classes on phonological and literacy measures, with those in classes of teachers with more intensive professional development achieving the highest…
Descriptors: Faculty Development, Inservice Teacher Education, Kindergarten, Kindergarten Children
Peer reviewedLonigan, Christopher J.; Driscoll, Kimberly; Phillips, Beth M.; Cantor, Brenlee G.; Anthony, Jason L.; Goldstein, Howard – Journal of Early Intervention, 2003
A study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to 45 preschool children at-risk for reading problems. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to controls. Expressive vocabulary scores were predictive of pre- to posttest…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Early Intervention, Expressive Language
