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Developing Young Readers through the Linguistic Phonics Approach
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Gray, Colette; Ferguson, James; Behan, Sarah; Dunbar, Carol; Dunn, Jill; Mitchell, Denise – International Journal of Early Years Education, 2007
This paper reports findings from a large-scale evaluation undertaken to explore the impact of the "linguistic phonics approach" (LPA) on young children's reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the…
Descriptors: Written Language, Linguistics, Language Skills, Speech
Variability in Deaf Children's Spelling: The Effect of Language Experience.
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Leybaert, Jacqueline; Lechat, Josiane – Journal of Educational Psychology, 2001
French-speaking hearing and deaf children, ranging in age from 6-14 years were required to spell words including phoneme-to-grapheme correspondences that were either statistically dominant or nondominant. Of interest was whether the nature of linguistic and the precocity of such experience determines accuracy in the use of phoneme-to-grapheme…
Descriptors: Deafness, Elementary Education, Elementary School Students, Foreign Countries
Making Sense of Reading--And of Reading Instruction
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Smith, Frank – Harvard Educational Review, 1977
Author claims that the essential antecedents of reading consist of two cognitive insights: that written language is meaningful and that written language is different from spoken language. He argues that current instructional practices may hinder the learning of these insights and suggests ways in which parents and teachers may help children to…
Descriptors: Decoding (Reading), Elementary Education, Persuasive Discourse, Phoneme Grapheme Correspondence
Phonological and Orthographic Processing: Their Roles in Reading Prediction.
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Badian, Nathlie A. – Annals of Dyslexia, 2001
Ninety-six children were administered an orthographic test as preschoolers and two measures of non-phonemic phonological awareness in mid-kindergarten. Both phonological measures and the orthographic measure added significant variance to grade 1 word reading. The orthographic measure contributed to variance in reading vocabulary and reading…
Descriptors: Elementary Education, Orthographic Symbols, Phoneme Grapheme Correspondence, Phonetics
Theory and Practice in Beginning Reading Instruction.
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Resnick, Lauren B. – 1977
This report, the summary of a series of conferences on reading research, identifies two main theories about the nature of reading: (1) reading as translation, wherein printed symbols are translated into an approximation of oral language, so that the capabilities for understanding speech can be applied to written language, and (2) reading as an…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Language Experience Approach
Reading Problems: More Phonics? PEN 63.
Woodward, Helen – 1987
Intended to discourage classroom reading teachers from relying on "phonics instruction" as a remedy for students' inadequate reading performance, this pamphlet presents reasons why phonics drills should not be taught at all in the classroom and offers a set of practical phonic awareness activities to help poor readers overcome reading…
Descriptors: Beginning Reading, Class Activities, Cognitive Development, Cues