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ERIC Number: EJ1096616
Record Type: Journal
Publication Date: 2016-May
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1082-3301
A Content Analysis of Phonological Awareness and Phonics in Commonly Used Head Start Curricula
Skibbe, Lori E.; Gerde, Hope K.; Wright, Tanya S.; Samples-Steele, Chelsea R.
Early Childhood Education Journal, v44 n3 p225-233 May 2016
Commonly used early childhood curricula were examined to consider the degree to which they support research-based instruction for phonological awareness (PA) and phonics. A content analysis was completed for two types of curricula widely used in Head Start: overarching general curricula and lesson-based curricula, which usually provide more explicit teaching instructions. Both types of curriculum demonstrated the same pattern of findings; while all curricula included some content aligned with standards, programs differed greatly in the number of objectives and instructional strategies included for PA and phonics instruction. Overall, curricula were most likely to address earlier developing PA skills (e.g., rhyming, alliteration) with more limited attention to advanced skills that are closely linked with reading development (e.g., segmenting and blending of phonemes). Phonics instruction was not included often in any of the curricula studied, and opportunities for individualizing instruction were rare, particularly for children with special needs. Results suggest that instructional recommendations for PA and phonics in most of these commonly-used Head Start curricula, even those curricula which typically provide more explicit instruction for teachers, do not align with the instruction provided in effective intervention studies, and therefore may not be powerful enough to influence children's reading trajectories.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A