ERIC Number: ED250076
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
Accelerating Reading and Comprehension in Poverty-Level Preschoolers Using a Synthetic Phonics Program.
The development of strong reading competencies in educationally at-risk preschoolers in the Early Childhood Day Care Center (University of Alabama) was established through intensive training with a synthetic phonics approach. Subjects' reading performance was assessed on the basis of criterion-referenced tests and standardized reading tests, including the Wide Range Achievement Test and the first-grade Metropolitan Achievement Test (MAT). Noteworthy were findings for differences in length of program participation: children entering first grade who had 2 years of preschool training scored at the second-grade level on most MAT subtests and were firm on a range of decoding and inferential-based comprehension skills, whereas those with 1 program year did best on decoding and literal-comprehension items. Evaluation of reading competencies of children from other preschool programs not providing reading instruction showed word recognition and comprehension performance to be low or nonexistent; letter recognition and letter naming, however, were at average levels. (This document describes the synthetic phonics approach in detail.) (Author/RH)
Descriptors: Achievement Tests, Comparative Analysis, Criterion Referenced Tests, Disadvantaged Youth, Early Reading, Norm Referenced Tests, Phonics, Preschool Children, Preschool Education, Program Descriptions, Reading Comprehension, Reading Instruction, Reading Skills, Reading Tests, Student Evaluation, Time Factors (Learning), Training
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Alabama State Dept. of Pensions and Security, Montgomery.
Authoring Institution: Alabama Univ., University. Dept. of Psychology.
Identifiers: Direct Instruction; Distar Reading Program; Georgia (Atlanta); Scripts (Knowledge Structures); Synthetic Phonics Approach; Wide Range Achievement Test