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ERIC Number: ED447446
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 73
Abstractor: N/A
Reference Count: N/A
Piecing Together Phonics and Whole Language: A Balanced Approach.
Pernai, Karen; Pulciani, Jodie; Vahle, Heather
The purpose of this study was to determine the effectiveness of the implementation of the Hello Reader Scholastic Phonics program as an addition to an already rich, literature-based curriculum. Test data suggested that primary grade students were not developing phonetic skills sufficient to meet district expectations. This research was designed to ascertain the degree to which students' literacy skills are enhanced through implementation of a supplementary phonics program. During the data collection period, first grade students were assessed on selected skills, e.g., letter identification, letter sounds, and pre-primer word identification. Implementation strategies intended to improve skill levels included daily phonics lessons, assessments, making word activities, word walls, word games, partner reading, word sorts, dictations, checklists, Venn diagrams, cooperative group work, and related literature. Results suggest that a combination of a phonics program along with a rich, literature based approach to teaching reading successfully enhanced student growth. The reason the Scholastic Phonics Program can be considered successful is due to the amount of growth the targeted population has made. In past years this amount of growth has been made by the end of the year, whereas the targeted students have accomplished this goal by January. Appendixes contain information on administration and scoring of the Qualitative Reading Inventory II; a list of pre-primer words; teaching strategies; sample lessons; and a reading assessment form. (Contains 13 references and 5 figures of data.) (RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A