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ERIC Number: EJ833790
Record Type: Journal
Publication Date: 2009-Apr
Pages: 30
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1057-3569
Grapho-Phonemic Enrichment Strengthens Keyword Analogy Instruction for Struggling Young Readers
Ehri, Linnea C.; Satlow, Eric; Gaskins, Irene
Reading & Writing Quarterly, v25 n2-3 p162-191 Apr 2009
First, second, and third graders (N = 102) who had completed from 1 to 3 years of literacy instruction in other schools and had experienced failure entered a private school for struggling readers and received instruction in either of 2 types of systematic phonics programs over a 4-year period. One group received a keyword analogy method (KEY) that taught them to decode words by analogy to 120 keywords. The other group received KEY enriched with instruction in grapho-phonemic analysis (KEY-PLUS). Results showed that students receiving KEY-PLUS read and spelled words significantly better during the first 2 years of instruction than students receiving the KEY method. The same differences remained evident, although not significant, during Years 3 and 4. The programs did not differentially improve reading comprehension. Some effects of IQ were found. Results are consistent with developmental theories indicating the foundational importance of grapho-phonemic analysis for retaining written words in memory to facilitate word reading and spelling. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania