Kindergarten Teachers Develop Phoneme Awareness in Low-Income, Inner-City Classrooms: Does It Make a Difference?.

Blachman, B. A.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ498957

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0922-4777

EISSN: N/A

Available Date: N/A

Kindergarten Teachers Develop Phoneme Awareness in Low-Income, Inner-City Classrooms: Does It Make a Difference?

Blachman, B. A.; And Others

Reading and Writing: An Interdisciplinary Journal, v6 n1 p1-18 Mar 1994

Investigates the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms. Finds that, after an 11-week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, 2 of 3 reading measures, and a measure of invented spelling. Discusses implications for improving beginning reading instruction. (RS)

Descriptors: Beginning Reading, Instructional Effectiveness, Kindergarten, Low Income, Phonemic Awareness, Primary Education, Reading Research, Reading Skills, Urban Education

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED560820

Author Affiliations: N/A