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Direct linkKovelman, Ioulia; Salah-Ud-Din, Maha; Berens, Melody S.; Petitto, Laura-Ann – Cogent Education, 2015
In teaching reading, educators strive to find the balance between a code-emphasis approach and a meaning-oriented literacy approach. However, little is known about how different approaches to literacy can benefit bilingual children's early reading acquisition. To investigate the novel hypothesis that children's age of first bilingual exposure can…
Descriptors: Bilingualism, Reading, Reading Instruction, Spanish
Ryder, Janice F.; Tunmer, William E.; Greaney, Keith T. – Reading and Writing: An Interdisciplinary Journal, 2008
The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an…
Descriptors: Control Groups, Reading Comprehension, Reading Difficulties, Teacher Aides
Strauss, Steven L.; Altwerger, Bess – Journal of Early Childhood Literacy, 2007
US government mandates to implement intensive phonics instruction in elementary classrooms invoke an alleged scientific superiority of this approach over more meaning-centered models. But curiously absent from this scientific enterprise is a study of the phonics system itself. Advocates of intensive phonics have not demonstrated that the commonly…
Descriptors: Classroom Research, Phonics, Whole Language Approach, Reading Instruction
