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

Griffith, Priscilla L.; Klesius, Janell P.; Kromrey, Jeffrey D.

doi:10.1080/02568549209594825

Cited by 17 publications

(8 citation statements)

References 10 publications

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“…Children learning to read a transparent orthography will hence acquire reading skills more quickly, even when teaching methods are based on synthetic phonics. When tested again three years later, the differences between the Welsh‐speaking and English‐speaking children had disappeared (Hanley et al , 2004). This was the sixth year of formal reading instruction, and the children were now 10 years old.…”

Section: The Case Against Synthetic Phonicsmentioning

confidence: 99%

Synthetic phonics and the teaching of reading

Wyse

Goswami

2008

British Educational Res J

110

113

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A review of the teaching of early reading in England commissioned by the UK Government recommended that synthetic phonics should be the preferred approach for young English learners. In response, all English schools have been told to put in place a discrete synthetic phonics programme as the key means for teaching high-quality phonic work. In this paper we analyse the evidence presented by the review to support the change to synthetic phonics. We show that the review provided no reliable empirical evidence that synthetic phonics offers the vast majority of beginners the best route to becoming skilled readers. We analyse the available empirical evidence in English, and show instead that the data support approaches based on systematic tuition in phonics. There is also evidence that contextualised systematic phonics instruction is effective. However, more research is needed, particularly with typically developing readers, in order to determine whether contextualised systematic phonics is more effective than discrete systematic phonics.

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Section: The Case Against Synthetic Phonicsmentioning

confidence: 99%

Synthetic phonics and the teaching of reading

Wyse

Goswami

2008

British Educational Res J

110

113

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“…Phonemic awareness, or skill with manipulation of letter-sound combinations, has been identified as the single best predictor of student success in learning to read (Armstrong, 2003;Clark & Uhry, 1995;The National Reading Panel, 2003). Other researchers have identified phonemic awareness as an essential element for reading progress (Griffith & Olson, 1992).…”

Section: Phonemic Awareness Trainingmentioning

confidence: 99%

Reading Acceleration Program: A Schoolwide Intervention

Feazell¹

2004

The Reading Teacher

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“…Also, the more student-initiated whole language approach has been found to result in better outcomes than direct skills instruction for attitudes towards reading (Freppon, 1991), writing (e.g., Brennan & Ireson, 1997;Griffith, Klesius, & Kromey, 1992), and student conduct (Powell, McIntyre, & Rightmyer, 2006). One clear but perhaps heretical implication of these significant ripple effects is that if one actually values any subjects or child outcomes other than reading comprehension, then there in principle no way to judge the best way to learn to read based on reading test scores alone.…”

Section: Cross-curricular Effectsmentioning

confidence: 99%

Questioning the Instruction Assumption: Implications for Education Policy and Practice

Wheatley¹

2015

JEHD

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This article examines and questions the instruction assumption, the widespread but usually-implicit assumption that student learning inherently requires direct and formal teacher instruction. The instruction assumption has profoundly influenced education in America and elsewhere, and several indicators of its broad acceptance are described. An alternative assumption is described, one that assumes that students are capable of playing an active role in initiating much of their own learning. Contrasting social contexts, personal experiences, goals, and intellectual traditions influence the acceptance of the instruction assumption or of the assumption favoring substantial student-initiated learning. Evidence is presented that challenges the instruction assumption, including evidence regarding early reading, cross-curricular effects, motivation, soft skills, 21st century skills, alternative schools, unschooling, and large-scale comparison studies. The article explores the possibility that formal instruction may often be counterproductive, and may be unnecessary for much learning that we often assume requires such instruction. Three real-world challenges that can help people transcend the instruction assumption are described: a re-examination of the meaning of test scores; the stories we tell ourselves about education; and reflections on our own non-instructional learning. The broad implication of this analysis is the need for a paradigm change in education.

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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

Cited by 17 publications

References 10 publications

Synthetic phonics and the teaching of reading

Synthetic phonics and the teaching of reading

Reading Acceleration Program: A Schoolwide Intervention

Questioning the Instruction Assumption: Implications for Education Policy and Practice

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