Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A One-Year Follow-Up.

Tangel, Darlene M.; Blachman, Benita A.

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Peer reviewed

ERIC Number: EJ511443

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-4111

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Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A One-Year Follow-Up.

Tangel, Darlene M.; Blachman, Benita A.

Journal of Reading Behavior, v27 n2 p153-85 Jun 1995

Finds that low-income, inner-city children who had a phoneme awareness intervention program in kindergarten, followed by a first-grade reading program emphasizing phoneme awareness and the alphabetic code, remained significantly ahead of control children at the end of first grade in terms of both invented spelling and standard spelling. (SR)

Descriptors: Grade 1, Instructional Effectiveness, Kindergarten, Low Income, Phoneme Grapheme Correspondence, Phonemes, Primary Education, Reading Research, Spelling, Urban Education

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

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