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Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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| 42 |
Linguistics as the Basis for Phonological Instruction
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In: Doctoral Dissertations and Projects (2016)
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| 43 |
THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN
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In: Dissertations - ALL (2016)
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Abstract:
A growing body of research has shown that interventions originally developed to help monolingual students with early reading skills offer the type of instruction necessary and effective for English language learners as well. While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. The purpose of the present study was to investigate the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups of both native English-speakers and ELLs whose first language is not Spanish. This study utilized a multiple-baseline-across-participants design to investigate the effects of the intervention. Analyses included gain score analysis from pretest to posttest, descriptive and visual analysis of nonsense word probe data, and four different non-overlap indices. Findings indicate that small reading groups composed of ELLs from a variety of non-Spanish language backgrounds and native English-speakers benefitted from the code-oriented intervention, reinforcing the use of evidence-based instruction and more inclusive grouping practices for instruction. When disaggregated by language status, both ELLs and native English-speakers benefitted from the supplemental reading instruction. No consistent pattern was seen for the ELLs between pretreatment receptive vocabulary and gain scores. Educational implications and areas for future research are discussed.
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Keyword:
Arts and Humanities; Early reading intervention; English language learners; phonics; phonological awareness
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URL: https://surface.syr.edu/etd/428
https://surface.syr.edu/cgi/viewcontent.cgi?article=1428&context=etd
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| 44 |
Mejora de lecto-escritura inglesa en primaria con el método Jolly Phonics
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| 45 |
Incorporating Instruction for Multiple Reading Strategies Within One Class of Emergent Readers
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| 46 |
整合式英語拼讀補救教學課程對六位台灣國小低成就學生英文拼讀及拼字能力表現之效益 ; The Effects of An Integrative Phonics Remedial Instruction Program on Six Taiwanese Elementary School Low-Achievers' English Phonics and Spelling Performance
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| 47 |
國中學生在不同發音學習方式上能力之研究 ; The Study of Junior High School Students’ Pronunciation Competence on Different Learning Systems
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| 48 |
The synergistic effect of teaching a combined explicit movement and phonological awareness program to preschool aged students
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In: Research outputs 2014 to 2021 (2015)
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| 49 |
Phonological Awareness, Phonemic Awareness, and Phonics; Vocabulary and Comprehension; Content Area Reading
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In: ETSU Faculty Works (2015)
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| 50 |
Replicability of sight word training and phonics training in poor readers : a randomised controlled trial
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| 51 |
Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia
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In: International Journal of Disability, Development and Education , 63 (1) pp. 27-44. (2015) (2015)
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| 53 |
Adquisición de la lengua materna y lengua extranjera: estudio de una nueva metodología en la enseñanza del inglés: Jolly Phonics
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| 54 |
Examining the quality of phonological representations in Anindilyakwa children in Australia
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| 55 |
The contribution of L1 phonemic awareness into L2 reading: The case of Arab EFL readers. International education studies
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In: http://www.ccsenet.org/journal/index.php/ies/article/download/33433/19810/ (2014)
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| 56 |
Peer group and friend influences on the social acceptability of adolescent book reading
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In: Research outputs 2014 to 2021 (2014)
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| 57 |
Theoretical Review of Phonics Instruction for Struggling/ Beginning Readers of English ...
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| 58 |
Responding to the evidence: Synthetic phonics in action: Final report: Keys to unlocking the future 2012-2013
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In: Research outputs 2014 to 2021 (2014)
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| 59 |
Evaluation of a two-phase experimental study of a small group ("MultiLit") reading intervention for older low-progress readers
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| 60 |
Evaluation of a two-phase implementation of a tier-2 (small group) reading intervention for young low-progress readers
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