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ERIC Number: EJ942830
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1098-1608
How a Neurologically Integrated Approach Which Teaches Sound-Symbol Correspondence and Legible Letter Formations Impacts At-Risk First Graders
Shaw, Donita Massengill; Sundberg, Mary Lou
Journal of At-Risk Issues, v14 n1 p13-21 2008
The setting of this study took place in an inner city. The purpose was to determine the effectiveness of a neurologically integrated approach in teaching 43 at-risk pre-first graders their letter sounds and formations during 45-50 hours of summer school. There were four sequential phases to teaching this alphabetic approach: imagery, auditory, integration and sound blending, and motor plan. Students received three pre- and posttests: sound, letter formation, and phonic knowledge as assessed through alphabet exercises and the Early Reading Screening Instrument. Repeated measures and descriptive statistics of the three assessments were used to measure growth. Results indicate that despite an average attendance of 84%, significant changes occurred in the students' knowledge of letter sounds, letter formations, and their ability to write words (phonics). It is recommended to explicitly teach at-risk children their alphabet knowledge through a neurologically integrated approach that mirrors brain development. (Contains 2 tables.)
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A