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ERIC Number: ED438517
Record Type: RIE
Publication Date: 1999-Dec
Pages: 77
Abstractor: N/A
Reference Count: N/A
Phonemic Awareness and Phonics: Building Blocks for Better Reading, Decoding, and Spelling.
Biallas, Lisa; Dunn, Sally
This report describes a program for enhancing the phonemic awareness and phonetic ability needed when decoding print and spelling. The targeted population consists of first grade students in a growing suburban community located in the Northwest suburbs of Chicago. Evidence for the existence of this problem are documented through a letter identification test, a developmental phonics inventory, and the theme and skills tests developed by the publisher of the basal reading series used in this school. Analysis of probable cause data indicate that students lack phonemic skill ability when decoding and spelling words. Reviews of curricula content and instructional strategies reveal a stronger emphasis on Whole Language approach to teaching reading as opposed to a more phonetic approach. A review of solution strategies suggested by noted experts in reading research has resulted in the selection of using a more "balanced" approach to teaching reading to first graders. Intervention will employ implementation of the "Working with Words" strategies (Cunningham) in addition to the school's basal program. Post intervention data will indicate an improvement in the phonemic awareness and phonetic skills needed to decode and spell words. This is shown through letter identification, developmental phonics inventory scores, and basal tests. This will occur through students performing "Working with Words" strategies on a weekly basis. Contains 36 references and 3 figures of data. Appendixes contain lesson plans, word lists, and worksheets. (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.