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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 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
