Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis

Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological... We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7‐year‐old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. These results show that interventions to boost phonological skills need to be integrated with the teaching of reading if they are to be maximally effective in improving literacy skills. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Child Development Wiley

Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis

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Publisher
Wiley
Copyright
Copyright © 1994 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0009-3920
eISSN
1467-8624
DOI
10.1111/j.1467-8624.1994.tb00733.x
Publisher site
See Article on Publisher Site

Abstract

We present a longitudinal intervention study of children experiencing difficulties in the early stages of learning to read. Our subjects, 7‐year‐old poor readers, were divided into 4 matched groups and assigned to 1 of 3 experimental teaching conditions: Reading with Phonology, Reading Alone, Phonology Alone, and a Control. Although the Phonology Alone group showed most improvement on phonological tasks, the Reading with Phonology group made most progress in reading. These results show that interventions to boost phonological skills need to be integrated with the teaching of reading if they are to be maximally effective in improving literacy skills.

Journal

Child DevelopmentWiley

Published: Feb 1, 1994

References

  • The analysis of word sounds by young children
    Bruce, Bruce

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