This paper considers reading research carried out by the National Institute of Child Health and Human Development (NICHD). The paper presents a synthesis of this research on reading. It begins with a note about the NICHD research program and a discussion of how the program is different from other studies of reading. It then discusses a new…

For the young child, the onset of speech and language acquisition is a milestone to be expected somewhere between 10-30 months of age. Behaviors exhibited by the people in the child's environment both before and after the onset of speech have infinitely more impact upon language learning--and eventually all learning--than the onset of the event…

There are continuing debates about the best approach to teaching reading--phonics or whole language. The most valuable link to learning to read is phonological or phonemic awareness, as soon as the alphabetic system is mastered. After phonemic awareness has been established, students enter the orthographic stage where they can process longer…

In recent years, the focus on reading instruction has turned to the primary grade levels. Debates over phonics, whole language, and balanced literacy approaches occur among researchers, educators, and parents. Using a balanced approach in the classroom has received the most support from teachers and researchers, according to five related articles…

This literature review examines the relationship between phonemic awareness and the ability to read. It addresses four main issues: (1) if phonemic awareness is a prerequisite for or a consequence of learning to read; (2) what is needed to teach phonemic awareness; (3) tasks or activities and assessment tools to develop phonemic awareness; and (4)…

This guide seeks to provide school administrators with specific information concerning the implementation of an effective school reading program. Information in the guide is intended to provide support for local school administrators, as they work with school staff in establishing cohesive and coordinated reading instructional programs for…

This book seeks to set the record straight about today's "reading wars," and analyzes the three major "battle cries" of whole language critics. In a step-by-step dissection, the book reiterates the three arguments, then explores the most salient studies that support or refute them. According to the book, the three claims are:…

Extensive research and practical experience demonstrate that learning to read comes less naturally than learning to speak. Although half of all children intuit the alphabetic system from exposure to print and context-driven activities, many (particularly dyslexic, low-socioeconomic, and second-language kids) need an organized program that teaches…

Describes phonological sensitivity at different grain sizes as a good predictor of reading acquisition in all languages. Presents information on development of phonological sensitivity for syllables, onsets, and rimes. Illustrates that phoneme-level skills develop fastest in children acquiring orthographically consistent languages with simple…

Investigates the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first graders. Finds that training which provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. Suggests that phonemic awareness training for low-…

Argues that phonemic awareness instruction should be a thoughtful, conscious component of early literacy programs (without replacing other crucial areas of instruction). Discusses what phonemic awareness is and how it differs from auditory discrimination, phonetics, or phonics. Describes what phonemic awareness instruction looks like in the…

Revisits the literacy development of two at-risk first graders who participated in Reading Recovery for one semester, but who responded to the instruction in very different ways. Rethinks beliefs about effective instruction concerning four instructional issues: phonics and phonemic awareness, text selection, the use of context clues, and the issue…

A study involving 149 Hispanic students aged 5-11 in bilingual programs in Texas developed preliminary data on a measure of phonological processing in Spanish and investigated the extent of cross-linguistic transfer for phonological awareness skills from Spanish to English. Phonological processing in Spanish, as measured by the instrument,…

This article uses a developmental model of language (Situational- Discourse-Semantics or SDS), along with a constellation or neuro-network model, to describe the developmental emergence of phonemic awareness. Ten sources of phonemic awareness are profiled along with developmental continuum, providing an integrated view of this complex development.…

In this article the authors review the reading status of urban learners and examine the role of phonemic awareness in reading acquisition. Their review indicates that phonemic awareness alone is not sufficient for reading acquisition, and that phonemic awareness in combination with alphabetic principle is needed to promote reading competence. The…