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ERIC Number: EJ792051
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: Author
Reference Count: 36
ISSN: ISSN-0886-0246
Phonemic Awareness: When and How Much to Teach?
Reading, Suzanne; Van Deuren, Dana
Reading Research and Instruction, v46 n3 p267-285 Spr 2007
Literacy skills of 1st grade children were assessed; one group received instruction in phonemic awareness in kindergarten, while one group did not. Both groups received phonemic awareness instruction during 1st grade. At the beginning of 1st grade, the group with early phonemic awareness training scored higher on phoneme segmentation and had fewer children identified for reading difficulties. By middle of 1st grade, literacy skills of children without the early training were comparable to skills of children with such training in kindergarten. Results suggest that learning phonemic awareness skills during 1st grade supports grade level reading, learning phonemic awareness skills can occur within a short time period, and learning these skills beyond a sufficient level does not necessarily result in improved oral reading fluency. (Contains 1 figure and 4 tables.)
College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A