Delivering phonological and phonics training within whole‐class teaching

Shapiro, Laura; Solity, Jonathan

doi:10.1348/000709908x293850

Cited by 45 publications

(36 citation statements)

References 36 publications

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“…Rather, the results provide a guide to the order that mappings could be taught initially. In the behavioral study reported earlier by Shapiro and Solity (2008), children who were taught 100 high-frequency words at a sight level alongside 64 GPCs and only learned the most frequently occurring phoneme for any given grapheme had better reading outcomes than those in comparison schools. Thus, knowledge of a considerably reduced number of GPCs may be sufficient to bootstrap reading acquisition, at least for some children.…”

Section: Phonicsmentioning

confidence: 72%

Simplifying Reading: Applying the Simplicity Principle to Reading

et al. 2010

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Debates concerning the types of representations that aid reading acquisition have often been influenced by the relationship between measures of early phonological awareness (the ability to process speech sounds) and later reading ability. Here, a complementary approach is explored, analyzing how the functional utility of different representational units, such as whole words, bodies (letters representing the vowel and final consonants of a syllable), and graphemes (letters representing a phoneme) may change as the number of words that can be read gradually increases. Utility is measured by applying a Simplicity Principle to the problem of mapping from print to sound; that is, assuming that the ''best'' representational units for reading are those which allow the mapping from print to sounds to be encoded as efficiently as possible. Results indicate that when only a small number of words are read whole-word representations are most useful, whereas when many words can be read graphemic representations have the highest utility.

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Section: Phonicsmentioning

confidence: 72%

Simplifying Reading: Applying the Simplicity Principle to Reading

et al. 2010

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“…Most studies have been conducted on ESL students in English-speaking countries (Lesaux & Siegel, 2003;Lonigan et al, 2013;Shapiro & Solity, 2008;Vadasy & Sanders, 2011); thus, generalizing the findings to a non-English-speaking context of ESL is doubtful. In addition, Yeung et al (2013) also believe that the generalization of applying the findings to different ESL contexts is problematic and doubtful.…”

Section: The Present Studymentioning

confidence: 99%

The effectiveness of synthetic phonics in the development of early reading skills among struggling young ESL readers

Jamaludin

Alias

Khir

et al. 2015

School Effectiveness and School Improvement

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A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children's early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < .00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < .00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < .00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers. ARTICLE HISTORY

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“…In the school setting, phonological awareness tasks have been used to identify children at risk for reading disabilities as early as age 5 (Savage, Carless, & Ferraro, 2007). Also, training on phonological awareness skills has been shown to improve reading ability in children with reading delays (Shapiro & Solity, 2008).…”

Section: Prereading Skills: Phonological Awarenessmentioning

confidence: 99%

Factors Related to Reading Performance in Children Exposed to Domestic Violence

Blackburn

2009

Journ Child Adol Trauma

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The purpose of this study was to determine factors associated with reading performance in children exposed to domestic violence. Twenty children ages 6 to 9 who had been exposed to domestic violence were tested on reading and prereading skills using the Woodcock Reading Mastery Tests-Revised and the Comprehensive Test of Phonological Processing. Results indicated that psychological aggression of the mother toward her partner and externalizing behavior problems were strongly negatively correlated with reading scores. The number of months at the current residence in the past year was positively correlated with reading performance. Physical assault by the partner toward the mother was not significantly correlated with reading skills. Higher incidence of risk factors was significantly associated with risk for reading disabilities.

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Delivering phonological and phonics training within whole‐class teaching

Abstract: Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

Cited by 45 publications

References 36 publications

Simplifying Reading: Applying the Simplicity Principle to Reading

Simplifying Reading: Applying the Simplicity Principle to Reading

The effectiveness of synthetic phonics in the development of early reading skills among struggling young ESL readers

Factors Related to Reading Performance in Children Exposed to Domestic Violence

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