The Effect of Phonemic Awareness on the Literacy Development of First Grade Children in a Traditional or a Whole Language Classroom.

Griffith, Priscilla L.; And Others

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Peer reviewed

ERIC Number: EJ460128

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0256-8543

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The Effect of Phonemic Awareness on the Literacy Development of First Grade Children in a Traditional or a Whole Language Classroom.

Griffith, Priscilla L.; And Others

Journal of Research in Childhood Education, v6 n2 p85-92 Spr-Sum 1992

Examined the acquisition of decoding and spelling skills and the writing fluency of first graders who received either whole-language or traditional basal instruction. Children with high phonemic awareness outperformed those with low phonemic awareness on all literacy measures, regardless of the instructional method used. (MM)

Descriptors: Basal Reading, Beginning Reading, Comparative Analysis, Conventional Instruction, Decoding (Reading), Elementary School Students, Emergent Literacy, Grade 1, Phonemic Awareness, Primary Education, Reading Skills, Reading Writing Relationship, Spelling, Whole Language Approach

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A