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Mantei, Jessica; Kervin, Lisa; Jones, Pauline – Australian Educational Researcher, 2022
Australian early childhood education positions literacy learning as a set of social practices contextualised by one's unique experiences and knowledges. Despite widespread agreement about the need to teach phonics and other code-breaking practices, the ways early childhood educators integrate "constrained" skills are not well understood…
Descriptors: Teaching Methods, Phonics, Early Childhood Education, Foreign Countries
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Bear, Donald R. – Reading Teacher, 2022
Activities that teach PreK-1 students the six components of emergent literacy and beginning reading and word study are presented for classroom settings. These activities are adaptable developmentally and they highlight four important aspects of teaching phonics, spelling and word knowledge that are often overlooked: the rhythm of literacy, Concept…
Descriptors: Emergent Literacy, Reading Instruction, Learning Activities, Phonics
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Sanden, Sherry; MacPhee, Deborah A.; Hartle, Luminita; Poggendorf, Stephen; Zuiderveen, Caleb – Reading Horizons, 2022
Increasingly alarmed by instructional mandates more founded on journalistic rhetoric and popular opinion than on research findings or practitioner expertise, researchers gathered survey data from teachers to better understand the status of K-2 phonics instruction. Data demonstrate that the overwhelming majority of these K-2 teachers teach phonics,…
Descriptors: Phonics, Reading Instruction, Primary Education, Elementary School Teachers
Toole, Lisa M. – ProQuest LLC, 2023
The problem addressed through this research study was although kindergarten through Grade 3 (K-3) reading teachers have received specific professional development in phonological methods, a gap in practice exists with the implementation of instructional strategies. The purpose of this study was to explore K-3 reading teachers' perspectives…
Descriptors: Reading Instruction, Teaching Methods, Reading Teachers, Teacher Attitudes
Christine Lilley Kalogris – ProQuest LLC, 2024
The purpose of this qualitative case study was to explore how K-2 teachers perceive the effectiveness of multi-sensory phonics methods used in conjunction with a standards-based reading curriculum on students' reading acquisition skills, students' decoding abilities, and student engagement in an inclusive classroom at a public charter school in…
Descriptors: Reading Instruction, Teaching Methods, Multisensory Learning, Elementary School Students
Kelly Hackett – ProQuest LLC, 2024
This quantitative exploratory causal-comparative study investigated the relationship between public and private K-3 schoolteachers' perceptions of their pedagogical content knowledge and instructional practices of phonemic awareness and phonics, the two best predictors of reading comprehension proficiency. Gough and Tunmer's (1986) Simple View of…
Descriptors: Elementary School Teachers, Teacher Attitudes, Pedagogical Content Knowledge, Phonemic Awareness
Duke, Nell K.; Mesmer, Heidi Anne E. – American Educator, 2019
The need to explicitly teach letter-sound relationships in U.S. classrooms is settled science. However, too often such instruction is not provided in the most efficient or effective way. These instructional missteps mean that fewer children will develop strong word-reading skills. In addition, ineffective phonics instruction is likely to require…
Descriptors: Phonics, Phoneme Grapheme Correspondence, Alphabets, Reading Instruction
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Semingson, Peggy; Kerns, William – Reading Research Quarterly, 2021
In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning…
Descriptors: Reading Research, Phonics, Literacy, Beginning Reading
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Nakeva von Mentzer, C.; Kalnak, N.; Jennische, M. – Journal of Intellectual Disabilities, 2021
Children with Down syndrome (DS) using intensive computer-based phonics (GraphoGame, GG) were studied. The children's independence and improvement in phonological processing, letter knowledge, word decoding, and reading strategies were investigated. Seventeen children (5-16 years) with DS participated in a crossover design through 8 weeks (one…
Descriptors: Computer Assisted Instruction, Phonics, Down Syndrome, Alphabets
Noam Angrist; Sarah Kabay; Dean Karlan; Lincoln Lau; Kevin Wong – Annenberg Institute for School Reform at Brown University, 2024
Children spend most of their time at home in their early years, yet efforts to promote human capital at home in many low- and middle-income settings remain limited. We conduct a randomized controlled trial to evaluate an intervention which encourages parents and caregivers to foster human capital accumulation among their children between ages 3…
Descriptors: Foreign Countries, Preschool Children, Parent Child Relationship, Parent Participation
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Bridget Letuzinger; Derek B. Rodgers; Mackenzie E. Savaiano – Education and Training in Autism and Developmental Disabilities, 2024
The current study examined the effectiveness of a reading curriculum of explicit instruction on the letter-sound knowledge of a sample of elementary-aged students with Down syndrome. The procedures were adapted from prior research (King et al., 2020; Lemons et al., 2018; Lemons et al., 2015). Three participants between 9 and 11 years old…
Descriptors: Phonics, Spelling Instruction, Down Syndrome, Intervention
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K. Lea Alexander – Reading Teacher, 2024
More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…
Descriptors: Peer Teaching, Tutoring, Literacy Education, Inclusion
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Bates, Katherine – Australian Journal of Environmental Education, 2023
Debates about teaching reading have long been a part of educational vernacular, frequently reduced to polarised views about phonics. This attention can unnecessarily divert from the cumulative skills required for learning to read and comprehensive research, which indicates the positive influence of systematic phonics instruction on students'…
Descriptors: Reading Instruction, Foreign Countries, Reading Skills, Phonics
Sarah St. John – ProQuest LLC, 2023
This qualitative phenomenological dissertation in practice explored teacher perspectives of the Texas Reading Academies required by the state of Texas. Students at an elementary school in Texas were performing below grade level expectations in reading. Although teachers were required to complete the Texas Reading Academies, based on the data…
Descriptors: Teacher Attitudes, Educational Legislation, Reading, State Legislation
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Carter, Jane – Literacy, 2020
The phonics screening check (PSC) was introduced in England in 2012 for children in Year 1. There have been criticisms in relation to its reliability and appropriateness as an assessment tool for early reading although supporters of the PSC see it as a valuable tool in securing progress in reading. The DfE-funded evaluation concluded, however,…
Descriptors: Beginning Reading, Reading Instruction, Phonics, Screening Tests
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