Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms.

Dahl, Karin L.; Scharer, Patricia L.; Lawson, Lora L.; Grogan, Patricia R.

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Peer reviewed

ERIC Number: EJ587550

Record Type: Journal

Publication Date: 1999

Pages: N/A

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ISSN: ISSN-0034-0553

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Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms.

Dahl, Karin L.; Scharer, Patricia L.; Lawson, Lora L.; Grogan, Patricia R.

Reading Research Quarterly, v34 n3 p312-41 Jul-Sep 1999

Analyzes phonics teaching and learning in eight whole-language first-grade classrooms from October through May. Finds that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter-sound relationships were taught and that teachers differentiated phonics instruction based on learned development and ongoing assessments. Documents achievement gains for 178 students. (SC)

Descriptors: Academic Achievement, Beginning Reading, Decoding (Reading), Grade 1, Instructional Effectiveness, Phonics, Primary Education, Whole Language Approach

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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