ERIC Number: EJ1085673
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Influence of Specific Phonemic Awareness Processes on the Reading Comprehension of African American Students
Edwards, Oliver W.; Taub, Gordon E.
Journal of Research in Childhood Education, v30 n1 p74-84 2016
Research indicates the primary difference between strong and weak readers is their phonemic awareness skills. However, there is no consensus regarding which specific components of phonemic awareness contribute most robustly to reading comprehension. In this study, the relationship among sound blending, sound segmentation, and reading comprehension is investigated. A total of 84 African American and two multiethnic 1st- through 4th-grade students attending an inner-city charter school completed measures of sound blending, sound segmentation, and reading comprehension. Statistically significant relationships were found between blending and segmenting skills and blending and reading comprehension. Results from structural equation modeling reveal a moderate to large effect size between sound blending and reading comprehension and a relatively small effect size between sound segmenting and reading comprehension. The results indicate sound blending skills account for more variance in the prediction of reading comprehension than segmenting skills with this unique research population. Implications for early instruction and intervention are discussed.
Descriptors: Phonemic Awareness, Reading Comprehension, African American Students, Charter Schools, Grade 1, Grade 2, Grade 3, Grade 4, Elementary School Students, Measures (Individuals), Phonological Awareness, Statistical Significance, Structural Equation Models, Effect Size, Reading Tests, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2; Grade 3; Grade 4; Intermediate Grades
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A