ERIC Number: ED418515
Record Type: Non-Journal
Publication Date: 1998-Feb
Reference Count: N/A
Beginning Reading. ERIC/OSEP Digest #E565.
Fitzsimmons, Mary K.
This digest summarizes what is known about teaching the processes of phonological awareness and word recognition. It finds unequivocal research evidence that students who enter first grade with phonological awareness skills are more successful readers and urges explicit instruction in these skills. Examples of phonological awareness activities and teaching tips on developing phonological awareness and alphabetic understanding are provided. Research evidence on word recognition is reported which clearly shows that reading comprehension and other higher-order reading activities depend on strong word recognition skills, including phonological decoding skills. Several teaching tips for helping students learn to read words are presented, such as the importance of explicit instruction in the connection between sounds and letters and sounds and words. (DB)
Descriptors: Beginning Reading, Decoding (Reading), Educational Research, Phonology, Primary Education, Reading Difficulties, Reading Instruction, Teaching Methods, Theory Practice Relationship, Word Recognition
ERIC/OSEP Special Project, ERIC Clearinghouse on Disabilities and Gifted Education, The Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589; telephone: 800-328-0272; fax: 703-620-2521; e-mail: firstname.lastname@example.org; World Wide Web: http://www.cec.sped.org/ericec.htm
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.