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ERIC Number: ED410532
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 114
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Reading Skills through Phonemic Awareness.
Dwyer, Pat; Merriman, Barb; Mitts, Jan
This paper describes a program for improving reading skills at the beginning of first grade so that a rapid acquisition of skills will enhance students' ability to succeed in their respective basal programs. The targeted population used a first grade in a suburban school (Site A) and a first grade in a mid-sized, Midwestern city school (Site B). The problems of poor word attack and phonemic awareness skills were documented through baseline testing during the first weeks of school. Analysis of probable cause data revealed that poor reading skills can be related to poverty, disadvantaged households, or lack of readiness to read on the local level. Published literature reveals that additional causes for poor reading skills are deficits in sound/symbol association, lack of phonemic awareness, a failure of teachers to address students' varied learning styles, lack of exposure to print, competition from TV and videos, and developmental delays. A review of solution strategies by reading researchers, combined with an analysis of the local settings, resulted in the selection of phonemic awareness instruction as an intervention. Instruction in listening, sound/symbol association, segmenting words, and blending sounds using methods which target the varied learning styles of students were developed and implemented with the help of parent involvement. Postintervention data indicated an increase in phonemic awareness, improved decoding skills, and an increase in sound/symbol association proficiency. (Contains 53 references, and 6 tables and 7 figures of data; appendixes contain tests, evaluation data sheets, survey instruments, lesson plans, and "trading cards.") (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A