Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the…

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…

Evaluates use of spelling-sound correspondences to read and spell by third-graders defined as good readers and good spellers, good readers and poor spellers, or poor readers and poor spellers. Indicates that all groups used correspondences but that children in mixed and poor groups used them less systematically and had weaker knowledge of…

This study examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. Findings indicated that phoneme awareness, but not rhyme awareness, correlated with early reading measures and that phoneme manipulation was closely associated with letter knowledge and with…

Normal students (N=65) in fourth, sixth, and eighth grades were compared to 17 learning-disabled ninth graders on learning derivational morphology and spelling derived forms. Disabled students' knowledge of derivational morphology was equivalent to that of normal sixth graders, but spelling of derived forms was equivalent to that of fourth…

Examines kindergarten and first-grade children's classifications and spellings and differences in their classifications of sounds from those of adults. In addition to these spelling, phoneme recognition, and phoneme deletion tasks, each child took the reading and spelling subtests of the Wide Range Achievement Test. (AS)

Comparison of 80 beginning first graders, half receiving phonics instruction and half receiving whole word instruction, found, for both groups, those above grade level in reading excelled in phonological recoding and application of grapheme-phoneme correspondence rules while those below grade level applied visual-orthographic knowledge more than…

Misspellings evidenced by 69 3rd graders in a battery containing 25 words and 20 nonsense syllable items were analyzed phonologically. Children with histories of disordered phonologies (n=29) showed more phonologically based deviations in their misspellings, relied more on less productive spelling strategies, and showed poorer phonological…

Reports results of four experiments testing whether syllable structure affects children's performance in phonemic analysis tasks and in other reading related tasks. The experiments were motivated by theories that syllables consist of an onset (initial consonant or consonant cluster) and a rime (vowel and any following consonants). (AS/Author)

The importance of training second language learners in the patterns of occurrence of certain phonemes is discussed, focusing on the use of spelling as a primary predictor of pronunciation. Four different pronunciations of "ng" in English (as in "engaging, singer, changing, dangle") are used to illustrate this principle. A review of pronunciation…

Using seven trainable mentally-retarded students, aged 10-19, the study assessed the efficacy of an action mnemonic procedure for teaching letter-sound correspondences. The subjects were successfully trained to emit appropriate action-sounds in the presence of pictures incorporating the target letter, with picture-prompts being gradually faded to…

Two studies involving 215 subjects tested the hypothesis that orthographic coding bypasses phonological coding after the early stages of reading or spelling. It was found that nondyslexics continue to develop phonological coding skill until adulthood and rely on it for reading and spelling to a significantly greater extent than do dyslexics.…

Assesses the extent to which 30 third graders employ phonetically-based spelling strategies in representing synthetic words with high and mid front vowels. Finds spelling of good readers rule-governed and derived from judgement about language while that of poor readers showed less awareness of written language patterns. (LFL)

Compared comprehension of kindergarten-age precocious readers (who read at the third-grade level) with second- and third-grade-age children. Results on measures of letter, scrambled word, and text reading times indicated that, for precocious readers, efficiency in lower-order tasks is not a prerequisite for rapid text reading and good…

The phonemic awareness of 100 children in the second semester of kindergarten was evaluated through analysis of their invented spelling patterns. A taxonomy of 10 invented spelling patterns and 21 response types was developed. A developmental ordering of spelling patterns is proposed and relationships among phonological awareness, spelling, and…