Phonological Awareness: Implications for Whole Language and Emergent Literacy Programs.

Ball, Eileen Wynne

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Peer reviewed

ERIC Number: EJ544462

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0271-8294

EISSN: N/A

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Phonological Awareness: Implications for Whole Language and Emergent Literacy Programs.

Ball, Eileen Wynne

Topics in Language Disorders, v17 n3 p14-26 May 1997

Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding measures. (Author/CR)

Descriptors: Beginning Reading, Decoding (Reading), Followup Studies, Intervention, Kindergarten Children, Oral Language, Phoneme Grapheme Correspondence, Phonics, Program Effectiveness, Reading Difficulties, Whole Language Approach, Word Recognition

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

Author Affiliations: N/A

Note: Theme Issue: Perspectives on Relations between Oral Language Knowledge and Reading.