NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Back to results
Peer reviewed Peer reviewed
ERIC Number: EJ442336
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling.
Foorman, Barbara R.; And Others
Journal of Educational Psychology, v83 n4 p456-69 Dec 1991
Eighty children in first grade classes differing in the amount of letter-sound instruction daily were administered tests of phonemic segmentation, reading, and spelling three times during the year. No classroom differences in phonemic segmentation were found, but classrooms with more letter-sound instruction showed more spelling and reading improvement. (SLD)
Descriptors: Achievement Gains, Beginning Reading, Classroom Techniques, Elementary School Students, Grade 1, Phoneme Grapheme Correspondence, Phonemic Awareness, Primary Education, Reading Achievement, Reading Instruction, Spelling, Student Development
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Segmentation Skills
Note: Special section with title "Three Studies on Reading Acquisition." Portions of this paper were presented at the Annual Meetings of the American Educational Research Association (San Francisco, CA, March 27-31, 1989 and Boston, MA, April 16-20, 1990).