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Chard, David J.; Dickson, Shirley V. – Intervention in School and Clinic, 1999
Defines phonological awareness and discusses historical and contemporary research findings regarding its relation to early reading. Common misconceptions are addressed, and research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. (Author/CR)
Descriptors: Beginning Reading, Early Intervention, Elementary Education, Evaluation Methods
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Brownell, Mary T.; Walther-Thomas, Chriss – Intervention in School and Clinic, 1999
This interview with Dr. Candace Bos, a professor of special education at the University of Arizona, discusses the need for informed, flexible teaching when working with students with learning disabilities, and the importance of addressing phonological awareness, decoding and fluency, comprehension, and content area reading. (CR)
Descriptors: Beginning Reading, Content Area Reading, Decoding (Reading), Educational Principles
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Malicky, Grace V.; Norman, Charles A. – Alberta Journal of Educational Research, 1999
Hypothesizes that developing an understanding of the connections between oral and written language rather than phonemic awareness per se, is essential to learning to read. At the macrolevel this involves an understanding that written words represent words in oral language, and at the microlevel that letters in written words stand for phonemes in…
Descriptors: Beginning Reading, Case Studies, Elementary Education, Learning Processes
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Wise, Barbara W.; Ring, Jerry; Olson, Richard K. – Journal of Experimental Child Psychology, 1999
Examined impact of phonological-awareness training with or without explicit attention to articulation and with or without manipulation of sounds. Subjects were 7- to 11-year olds with reading difficulties. Found that children in all training conditions outperformed controls on all tests except math. Individual differences in response related to…
Descriptors: Age Differences, Articulation (Speech), Children, Comparative Analysis
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Poskiparta, Elisa; Niemi, Pekka; Vauras, Marja – Journal of Learning Disabilities, 1999
Twenty-six Finnish at-risk first-graders received practice in linguistic awareness. When compared to controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition,…
Descriptors: Dyslexia, Early Intervention, Foreign Countries, Grade 1
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Chall, Jeanne S. – Annals of Dyslexia, 1997
Discusses the long-standing tension between code emphasis and meaning emphasis approaches to reading instruction. The swing from phonics to whole language and back again is described. Collaboration between remedial specialists and regular education teachers to reduce the incidence of children who require special help is urged. (Author/CR)
Descriptors: Decoding (Reading), Educational History, Elementary Secondary Education, Phonics
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Underwood, Jean – Journal of Research in Reading, 2000
Presents evidence of learning outcomes in reading from the use of software incorporating two very different styles of learning, structured sub-skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but which both heavily exploit multimedia presentation. Shows that current debates about whole-word versus…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Elementary Education, Integrated Learning Systems
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Fuchs, 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
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Hiebert, Elfrieda H.; Martin, Leigh Ann; Menon, Shailaja – Reading & Writing Quarterly, 2005
The first-grade components of three textbook programs--mainstream basal, combined phonics and literature, and phonics emphasis--were compared on cognitive load (e.g., number of different words) and linguistic content (e.g., number of monosyllabic, simple vowel words). Three levels of three components of a program--literature anthologies, decodable…
Descriptors: Beginning Reading, Textbooks, Anthologies, Reading Programs
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Buly, Marsha Riddle – Journal of American Indian Education, 2005
American Indian/Alaska Native (AI/AN) students are often labeled as struggling readers based on the results of large-scale standardized tests yet little empirical data about specific strengths and needs exists. In the present study we looked beyond high-stakes assessment to highlight reading strengths and needs for a group of fourth grade American…
Descriptors: Alaska Natives, American Indians, Grade 4, Reading Difficulties
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Christensen, Carol A.; Bowey, Judith A. – Scientific Studies of Reading, 2005
This study compared the efficacy of two decoding skill-based programs, one based on explicit orthographic rime and one on grapheme--phoneme correspondences, to a control group exposed to an implicit phonics program. Children in both explicit decoding programs performed consistently better than the control group in the accuracy with which they read…
Descriptors: Teaching Methods, Rhyme, Reading Comprehension, Phonics
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Schirmer, Barbara R.; McGough, Sarah M. – Review of Educational Research, 2005
The authors conducted a synthetic review of the research literature on the reading development and reading instruction of deaf students and compared their findings to the review of research literature conducted by the National Reading Panel (NRP) on four topic areas: (a) alphabetics (phonemic awareness instruction and phonics instruction); (b)…
Descriptors: Deafness, Children, Reading Instruction, Phonics
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Rashotte, Carol A.; MacPhee, Kay; Torgesen, Joseph K. – Learning Disability Quarterly, 2001
This study evaluated the effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers (N=115) in small groups. Post-tests after program completion found the program resulted in significantly better phonological awareness, decoding, reading accuracy, comprehension, and spelling. Improved skills…
Descriptors: Decoding (Reading), Elementary Education, Instructional Effectiveness, Phonics
Clark, Christina; Rumbold, Kate – National Literacy Trust, 2006
This paper explores reading for pleasure, its importance, and its impact on literacy attainment and other outcomes and reviews much of the research on the importance of reading for pleasure. A debate has been rife in the UK over the past few years as to how best to teach children to read, which culminated in an "Independent Review of the…
Descriptors: Early Reading, Rewards, Phonics, Reading Motivation
Robinson, Richard D., Ed. – International Reading Association (NJ3), 2006
This collection of articles from The Reading Teacher offers indispensable insight on issues, problems, and innovative solutions in literacy education. A wide spectrum of authors--ranging from successful classroom teachers to noted researchers and teacher educators--weigh in on language theories, relevant research, effective instructional…
Descriptors: Teacher Effectiveness, Beginning Reading, Literacy Education, Guidelines
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