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Blachman Benita A. Tangel Darlene M. Ball Eileen Wynne Black Rochella McGraw Collen K. 《Reading and writing》1999,11(3):239-273
Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition. 相似文献
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Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. Prior to the intervention, the 84 treatment children and 75 control children, who attended inner-city schools in an urban district in upstate New York, did not differ on age, sex, race, SES, PPVT-R score, phoneme segmentation, letter name knowledge, letter sound knowledge, or reading. After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. Implications for improving beginning reading instruction are discussed. 相似文献
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