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Spelling Mastery and Spelling through Morphographs: Direct Instruction Programs for Beginning and Low-Progress Spellers
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Hempenstall, Kerry – Australian Journal of Learning Difficulties, 2015
There has been concern about student literacy expressed in the community in recent years, following the results of national and international assessment. In spelling, there are insufficient hard data, but the perception is that our students are not receiving the exemplary spelling education they require. A number of possible reasons have been…
Descriptors: Spelling Instruction, Direct Instruction, Literacy, Teaching Methods
The Honey Ant Readers: An Innovative and Bold Approach to Engaging Rural Indigenous Students in Print Literacy through Accessible, Culturally and Linguistically Appropriate Resources
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James, Margaret – Australian and International Journal of Rural Education, 2014
On entering school, rural Australian children from Indigenous backgrounds are thrown into an unfamiliar environment, linguistically and culturally, which sets them up for failure. The author, working closely with elders and community in Alice Springs, has drawn on her considerable experience in both Indigenous education and TESOL to address this…
Descriptors: Rural Areas, Indigenous Populations, Foreign Countries, English (Second Language)
Effects of a Computer Based Beginning Reading Program on Young Children
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Watson, Tara; Hempenstall, Kerry – Australasian Journal of Educational Technology, 2008
This study was an evaluation of a parent delivered, computer based beginning reading program with a group of 15 Kindergarten and Grade 1 students. Completing the "Funnix" program at home through a CD copy was expected to produce educationally and statistically significant improvements in phonemic awareness, letter-sound fluency, non-word…
Descriptors: Intervention, Reading Fluency, Phonemics, Beginning Reading
Evaluation of a Program to Teach Phonemic Awareness to Young Children.
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Byrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991
A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)
Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups
Sound Foundations. Revised. What Works Clearinghouse Intervention Report
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What Works Clearinghouse, 2007
"Sound Foundations," a literacy curriculum designed to teach phonological awareness to preliterate children, focuses exclusively on phoneme identity (that is, different words can start and end with the same sound). It works from the principle that phonemic awareness is necessary but not sufficient to reading, which depends on the…
Descriptors: Curriculum, Early Reading, Educational Psychology, Educational Research
Phonemic Segmentation Skill and Beginning Reading.
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Tunmer, William E.; Nesdale, Andrew R. – Journal of Educational Psychology, 1985
This study investigated the relationship of phonological awareness to learning to read. Australian first-grade children were tested for verbal intelligence, phonemic segmentation ability, and reading achievement. Path analysis revealed phonological awareness affected reading comprehension indirectly through phonological recoding. The development…
Descriptors: Beginning Reading, Decoding (Reading), Elementary School Students, Foreign Countries