Developing Phonological Awareness and Word Recognition Skills: A Two-Year Intervention with Low-Income, Inner-City Children.

Blachman, Benita A.; Tangel, Darlene M.; Ball, Eilleen Wynne; Black, Rochella; McGraw, Colleen K.

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Peer reviewed

ERIC Number: EJ587488

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0922-4777

EISSN: N/A

Developing Phonological Awareness and Word Recognition Skills: A Two-Year Intervention with Low-Income, Inner-City Children.

Blachman, Benita A.; Tangel, Darlene M.; Ball, Eilleen Wynne; Black, Rochella; McGraw, Colleen K.

Reading and Writing: An Interdisciplinary Journal, v11 n3 p239-73 Jun 1999

Examines an 11-week phoneme-awareness program in kindergarten followed by a first-grade reading program that emphasized explicit, systematic instruction in the alphabetic code. Analyzes a phonetically-based spelling program. Compares a control group in the school district's regular basal-reading program with a treatment group. Concludes that the treatment children outperformed control children on four specified measures of word recognition. (SC)

Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Early Intervention, Grade 1, Inner City, Low Income Groups, Primary Education, Reading Instruction, Spelling Instruction, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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