Phonological awareness is recognized as a precursor to reading success. Choosing material to assess children's phonological awareness is a major challenge. The literature highlights factors that can influence children's phonological skills, such as the frequency of words, their lexical status, and their linguistic parameters. To date, no study has…

Teachers are asked to use reading science to inform how they teach phonics and phonological awareness. As teachers look to the research base to guide their practice, some questions and concerns regarding what best practice looks like have come up. This article starts with a brief description of phonics and phonemic awareness and then discusses…

The quantitative methods study examined and compared the knowledge of phonological awareness between preschool and kindergarten teachers. A multiple-choice knowledge survey was utilized to determine levels of understanding between the two groups of teachers. The knowledge survey consisted of questions pertaining to definitions of phonological…

Since well before the release of the National Reading Panel report in 2000, phonemic awareness has been an important topic for reading researchers. However, it is unclear the extent to which commercial materials for phonemic awareness instruction are consistent with that report and subsequent research. In the current study, we investigated the use…

The current study compared the reading growth of (a) students who received targeted interventions, (b) students who received typical school interventions, and (c) students who were proficient readers at the study's onset. The participants were 1,513 students in first through fifth grades who attended one of three treatment schools or one of three…

Background: Despite evidence that synthetic phonics teaching has increased reading attainments, a sizable minority of children struggle to acquire phonics skills and teachers lack clear principles for deciding what types of "additional" support are most beneficial. Synthetic phonics teaches children to read using a decoding strategy to…

This study examines the impact of a systematic teaching programme of phonological awareness (PA) skills on children's pre-reading skills where English is taught as Second Language in a school in Beirut, Lebanon. Four Kindergarten classes (two experimental and two control) participated in the study. Instruments included intervention programme,…

Phonological and phonemic awareness are foundational skills in reading development. This explanatory mixed methods study explored primary teachers' beliefs and knowledge of phonological awareness and their perceptions of Heggerty, a phonological and phonemic awareness curriculum. Analysis of quantitative and qualitative data from surveys and…

Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder (N = 616) to investigate the development of critical early reading skills across the…

Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by…

This study explored the importance and teacher self-efficacy in presenting instruction of phonemic and phonological awareness. The problem addressed was many teachers lack the pedagogical content knowledge of phonemic and phonological awareness. The purpose of this collective case study was to examine the knowledge and self-efficacy of classroom…

Equipping elementary (i.e., grades K-5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers'…

Advocates of the science of reading have argued that (a) teacher preparation programs do not provide adequate preparation to teach code-related reading skills; (b) as a result, teachers lack knowledge of this area of literacy development; and (c) without that knowledge, teachers are unable to effectively teach students to read. In this integrative…

This article addresses the characteristics of learners in the emergent stage of literacy development and describes two instructional practices that facilitate the development of the alphabetic principle and concept of word in text.

Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies…