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ERIC Number: EJ1066007
Record Type: Journal
Publication Date: 2010-May
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1913-9020
EISSN: EISSN-1913-9039
Phonics and Semiotics for Early Intervention
Lucia Y. Lu
International Education Studies, v3 n2 p17-26 May 2010
Clay's Reading Recovery has been one of the most effective one-to-one tutorial sessions. To make the daily lesson more interesting and fully engage the at-risk readers, the author modified Clay's Reading Recovery Program by conceptualizing phonics and semiotics into early intervention. In this case study, three at-risk first graders formed an authors' circle and constructed a variety of signs such as drawing, role playing, storytelling, invented spelling, and kinesthetic movements to expand their potential for understanding and communicating their transaction with the text. The research results positively reflect that phonics and semiotics-based early intervention foster the at-risk early readers' break through the bottleneck to literacy and ensure them on the right track to educational success.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A