NotesFAQContact Us
Search Tips
ERIC Number: ED430215
Record Type: Non-Journal
Publication Date: 1999-May
Pages: 74
Abstractor: N/A
Reference Count: N/A
The Effectiveness of a Skill Based Explicit Phonics Reading Program K-2 as Measured by Student Performance and Teacher Evaluation.
Dakin, Alexandra B.
This study focuses on the effectiveness and advantages of using an explicit phonics based reading program in kindergarten through second grade. The methods of decoding words that teachers introduce to the beginning readers must prove to be effective in introducing and building reading skills. Most recent studies have revisited and concurred with studies done in the 1930s and 1960s that the lack of phonics based reading instruction leaves students without important decoding skills necessary in recognizing letter/sound relationships in reading. The subjects in this study are 12 inner-city Catholic elementary school students. Four students at each grade level are evaluated and interviewed. Each student is at a different reading level identified as high, medium and low. Another component of the study is the teacher interview directed at each grade level teacher kindergarten through second grade. The teachers are interviewed as to their philosophy, style and methodology of teaching reading using explicit phonics instruction. The research method used is qualitative. Data gathering, evaluation and results are coded to ensure interviewed and research subjects confidentiality and anonymity. The implications of this study are to add to the existing research that the learning of the phonological structure of a word through use of phonetic decoding skills determines the success of the emergent reader kindergarten through second grade. An appendix contains unnumbered charts and tables of data, teacher interview questions and responses, a reading diagnosis chart, and several word lists. Contains 26 references. (RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A