Phonological Training and the Alphabet Principle: Evidence for Reciprocal Causality.

McGuinness, Diane; And Others

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Peer reviewed

ERIC Number: EJ511638

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0034-0553

EISSN: N/A

Available Date: N/A

Phonological Training and the Alphabet Principle: Evidence for Reciprocal Causality.

McGuinness, Diane; And Others

Reading Research Quarterly, v30 n4 p830-52 Oct-Dec 1995

Trains 94 first graders using a structured phonological reading method emphasizing English phonology and phoneme/grapheme correspondence. Compares to a control group who received a whole-language-plus-phonics approach. Notes that children in all groups improved their phonological awareness by the same amount. Concludes that phonological awareness is a necessary but not sufficient condition for reading skill. (RS)

Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phoneme Grapheme Correspondence, Phonics, Phonology, Primary Education, Reading Research, Reading Skills, Whole Language Approach

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/80905

IES Cited: ED508796

Author Affiliations: N/A