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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
Patricia F. Vadasy; Elizabeth A. Sanders; Julia A. Peyton – Remedial and Special Education, 2006
Two studies--one quasi-experimental and one randomized experiment--were designed to evaluate the effectiveness of supplemental instruction in structural analysis and oral reading practice for second- and third-grade students with below-average word reading skills. Individual instruction was provided by trained paraeducators in single- and…
Descriptors: Individual Instruction, Grade 3, Supplementary Education, Reading Skills
Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A. – Journal of Educational Psychology, 2006
The purpose of this study was to evaluate the effectiveness of code-oriented supplemental instruction for kindergarten students at risk for reading difficulties. Paraeducators were trained to provide 18 weeks of explicit instruction in phonemic skills and the alphabetic code. Students identified by their teachers meeting study eligibility criteria…
Descriptors: Kindergarten, High Risk Students, Reading Difficulties, Instructional Effectiveness
Schwartz, Robert M. – Journal of Educational Psychology, 2005
This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…
Descriptors: Phonemes, High Risk Students, Reading Difficulties, Literacy
Peer reviewedMajsterek, David J.; Shorr, David N.; Erion, Virginia L. – Child Study Journal, 2000
Investigated the effect of developmentally appropriate literacy interventions integrated into circle time in a Head Start setting on the detection of rhyme by 4-5 year olds. Found that the group receiving phonological-awareness treatment performed better on a rhyme detection test than the semantic intervention group. (JPB)
Descriptors: Compensatory Education, Developmentally Appropriate Practices, Early Intervention, Educationally Disadvantaged
Peer reviewedByrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991
A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)
Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups
