Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms

Explicit instruction in phonemic awareness and phonemically based decoding skills as an... The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an intervention or control group, with the intervention group being divided into four groups of three children each. The intervention program was carried out over a period of 24 weeks and comprised 56 highly sequenced, semi-scripted lessons in phonemic awareness and alphabetic coding skills delivered by a teacher aide who received training and ongoing support from a remedial reading specialist. Posttests results showed that the intervention group significantly outperformed the control group on measures of phonemic awareness, pseudoword decoding, context free word recognition, and reading comprehension. Two-year follow-up data indicated that the positive effects of the intervention program were not only maintained but had generalized to word recognition accuracy in connected text. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms

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Publisher
Springer Netherlands
Copyright
Copyright © 2007 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-007-9080-z
Publisher site
See Article on Publisher Site

Abstract

The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an intervention or control group, with the intervention group being divided into four groups of three children each. The intervention program was carried out over a period of 24 weeks and comprised 56 highly sequenced, semi-scripted lessons in phonemic awareness and alphabetic coding skills delivered by a teacher aide who received training and ongoing support from a remedial reading specialist. Posttests results showed that the intervention group significantly outperformed the control group on measures of phonemic awareness, pseudoword decoding, context free word recognition, and reading comprehension. Two-year follow-up data indicated that the positive effects of the intervention program were not only maintained but had generalized to word recognition accuracy in connected text.

Journal

Reading and WritingSpringer Journals

Published: Jul 4, 2007

References

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