The Necessity of the Alphabetic Principle to Phonemic Awareness Instruction.

Foorman, Barbara R.; Chen, Dung-Tsa; Carlson, Coleen; Moats, Louisa; Francis, David J.; Fletcher, Jack M.

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Peer reviewed

ERIC Number: EJ671260

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0922-4777

EISSN: N/A

Available Date: N/A

The Necessity of the Alphabetic Principle to Phonemic Awareness Instruction.

Foorman, Barbara R.; Chen, Dung-Tsa; Carlson, Coleen; Moats, Louisa; Francis, David J.; Fletcher, Jack M.

Reading and Writing: An Interdisciplinary Journal, v16 n4 p289-324 Jun 2003

Examines the extent to which curricular choice and incorporation of phonemic awareness (PA) into the kindergarten curriculum affects growth in kindergarten literacy skills and first-grade reading and spelling outcomes. Provides large-scale classroom support for findings on PA reported by the National Reading Panel. (SG)

Descriptors: Beginning Reading, Curriculum Design, Grade 1, Kindergarten, Phonemic Awareness, Primary Education, Reading Instruction, Reading Research, Spelling Instruction

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/78424

Author Affiliations: N/A