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Patricia F. Vadasy; Elizabeth A. Sanders – Reading Psychology, 2023
This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive…
Descriptors: Kindergarten, Young Children, Phonics, Reading Instruction
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Sinéad J. Harmey; Jake Anders – Journal of Education for Students Placed at Risk, 2024
The purpose of this research was to analyze the performance of pupils (N = 6,023) who took part in Reading Recovery (RR) in England on a decoding test, the Phonics Screening Check (PSC), administered at the end of Year 1 when children are approximately 5 to 6 years of age. The data cover two academic years (2015/2016 and 2016/2017) and include…
Descriptors: Reading Achievement, Phonics, Screening Tests, Foreign Countries
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Chun-Ru L. Parry; Swapna Kumar; Caitie Gallingane – Journal of Research in Childhood Education, 2024
This article reviews literature published between 2010 and 2022 on the integration of tablets in phonological awareness and phonics instruction in kindergarten and the elementary grades. Studies involving phonological awareness skills compared traditional methods with tablet instruction and investigated tablet integration with teacher guidance,…
Descriptors: Tablet Computers, Phonological Awareness, Phonemic Awareness, Phonics
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Janet Scull; Damien Lyons – Australian Journal of Language and Literacy, 2024
This article presents the outcomes of a study conducted in Victoria, Australia, that recognised teachers' knowledge and understanding of phonics teaching, and early literacy acquisition processes more generally. In total, 45 teachers and 220 students from the 18 focus schools who engaged in the reform initiative agreed to participate in this…
Descriptors: Phonics, Reading Instruction, Teaching Methods, Emergent Literacy
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Johny Daniel; Lauryn Clucas; Chen Wenqing; Katherine Collier; Jennifer Moss – British Journal of Special Education, 2024
This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency,…
Descriptors: Reading Programs, Program Effectiveness, Reading Fluency, Vocabulary Development
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Gerry McWilliams; Julian C. Leslie; Claire McDowell – Journal of Behavioral Education, 2024
Headsprout Early Reading is a computer-based program designed on behavioral principles to enhance the basic skills that underpin the initial development of reading. In a within and between groups design, and using primary schools within Northern Ireland that had a currently high proportion of disadvantaged pupils, children who were behind their…
Descriptors: Intervention, Reading Programs, Phonics, Reading Skills
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Yucheng Cao; Young-Suk Grace Kim – Reading and Writing: An Interdisciplinary Journal, 2025
The current study examined the relation between the amount of literacy instruction and student reading achievement (word reading and reading comprehension), using data from 927 students and their 189 teachers from Grades 1 to 3 in the US. Literacy instruction was observed once in the Fall and once in the Spring each year from two projects. We…
Descriptors: Literacy Education, Grade 1, Grade 2, Grade 3
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Shyntia Shirley Chand; Satish Prakash Chand – Educational Review, 2025
Teachers in Fiji's lower primary classrooms face the task of raising students' literacy levels. Consequently, many schools are attempting to involve parents in improving students' literacy skills. This study investigated the effects of parental engagement on students' literacy acquisition in lower primary classrooms in Fiji. Online questionnaires…
Descriptors: Foreign Countries, Emergent Literacy, Phonics, Barriers
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van Rijthoven, Robin; Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2021
We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible…
Descriptors: Semantics, Phonics, Spelling, Error Patterns
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Wyse, Dominic; Bradbury, Alice – Review of Education, 2022
Teaching children to read is one of the most fundamental goals of early years and primary education worldwide, and as such has attracted a large amount of research from a range of academic disciplines. The aims of this paper are: (a) to provide a new critical examination of research evidence relevant to effective teaching of phonics and reading in…
Descriptors: Phonics, National Curriculum, Foreign Countries, Elementary Education
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Boardman, Karen – Policy Futures in Education, 2022
This paper explores how the neoliberal policy directives relating to the teaching of phonics in schools in England, influences the pedagogy of early years educators (EYEs) working with under-threes. The research highlights that these EYEs are confounded by early reading (ER), given that there is no clear definition or provision separating ER from…
Descriptors: Early Childhood Teachers, Phonics, Educational Policy, Foreign Countries
Loretta Ann Holmes – ProQuest LLC, 2022
Students reading below grade level proficiency lack word recognition and comprehension skills. The problem addressed in this quantitative study was that third-grade students in a Title I school in South Carolina are reading below grade-level proficiency, lacking grade-level appropriate word recognition and reading comprehension skills, as…
Descriptors: Reading Instruction, Intervention, Reading Achievement, Grade 3
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Lindsey, Julia B.; Kuehl, Rachelle; Mesmer, Heidi Anne – Literacy Research, Practice and Evaluation, 2020
Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research…
Descriptors: Phonics, Phonemic Awareness, Reading Instruction, Literacy Education
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Li, Sha; Woore, Robert – Reading Research Quarterly, 2023
The teaching of L2 phonics, defined here as explicit instruction in the symbol-sound correspondences of a second or foreign language, has been enjoying growing popularity in recent years. This is associated with the reemphasis of phonological decoding in different aspects of L2 learning, and learners' difficulty in developing L2 decoding…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Decoding (Reading)
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Lane, Holly B.; Contesse, Valentina A.; Gallingane, Caitlin – Intervention in School and Clinic, 2023
Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key…
Descriptors: Phonics, Intervention, Instructional Effectiveness, Reading Skills
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