ERIC Number: EJ793404
Record Type: Journal
Publication Date: 2008-Jun
Reference Count: 0
Explicit Instruction in Phonemic Awareness and Phonemically Based Decoding Skills as an Intervention Strategy for Struggling Readers in Whole Language Classrooms
Ryder, Janice F.; Tunmer, William E.; Greaney, Keith T.
Reading and Writing: An Interdisciplinary Journal, v21 n4 p349-369 Jun 2008
The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an intervention or control group, with the intervention group being divided into four groups of three children each. The intervention program was carried out over a period of 24 weeks and comprised 56 highly sequenced, semi-scripted lessons in phonemic awareness and alphabetic coding skills delivered by a teacher aide who received training and ongoing support from a remedial reading specialist. Posttests results showed that the intervention group significantly outperformed the control group on measures of phonemic awareness, pseudoword decoding, context free word recognition, and reading comprehension. Two-year follow-up data indicated that the positive effects of the intervention program were not only maintained but had generalized to word recognition accuracy in connected text.
Descriptors: Control Groups, Reading Comprehension, Reading Difficulties, Teacher Aides, Intervention, Remedial Reading, Reading Consultants, Early Reading, Phonemic Awareness, Word Recognition, Longitudinal Studies, Reading Improvement, Experimental Groups, Decoding (Reading), Whole Language Approach, Pretests Posttests, Reading Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A