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Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis

 

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Articles that cite this article (and are available online) include:

(2005). Pathways to Reading: The Role of Oral Language in the Transition to Reading.. Developmental Psychology, 41, 428. doi:10.1037/0012-1649.41.2.428

ARAM, D. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19, 489. doi:10.1007/s11145-006-9005-2

Apel, K., Wolter, J., & Masterson, J. (2006). Effects of Phonotactic and Orthotactic Probabilities During Fast Mapping on 5-Year-Olds' Learning to Spell. Developmental Neuropsychology, 29, 21. doi:10.1207/s15326942dn2901_3

Berends, I.E., & Reitsma, P. (2007). Orthographic analysis of words during fluency training promotes reading of new similar words. Journal of Research in Reading, 30, 129. doi:10.1111/j.1467-9817.2006.00324.x

Bertucci, C., Hook, P., Haynes, C., Macaruso, P., & Bickley, C. (2003). Vowel perception and production in adolescents with reading disabilities. Annals of Dyslexia, 53, 174. doi:10.1007/s11881-003-0009-1

Bishop, D.M., & Snowling, M.J. (2004). Developmental Dyslexia and Specific Language Impairment: Same or Different?. Psychological Bulletin, 130, 858. doi:10.1037/0033-2909.130.6.858

Burns, M.K. (2003). Reexamining data from the national reading panel's meta-analysis: Implications for school psychology. Psychology in the Schools, 40, 605. doi:10.1002/pits.10110

Cassady, J., & Smith, L. (2003). The Impact of a Reading-Focused Integrated Learning System on Phonological Awareness in Kindergarten. Journal of Literacy Research, 35, 947. doi:10.1207/s15548430jlr3504_2

Castiglioni-Spalten, M., & Ehri, L. (2003). Phonemic Awareness Instruction: Contribution of Articulatory Segmentation to Novice Beginners' Reading and Spelling. Scientific Studies of Reading, 7, 25. doi:10.1207/S1532799XSSR0701_03

Dickinson, D.K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E.S., & Poe, M.D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.. Journal of Educational Psychology, 95, 465. doi:10.1037/0022-0663.95.3.465

Durgunoğlu, A. (2002). Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia, 52, 189. doi:10.1007/s11881-002-0012-y

Ehri, L. (2005). Learning to Read Words: Theory, Findings, and Issues. Scientific Studies of Reading, 9, 167. doi:10.1207/s1532799xssr0902_4

Fry, E. (2004). Phonics: A Large Phoneme-Grapheme Frequency Count Revised. Journal of Literacy Research, 36, 85. doi:10.1207/s15548430jlr3601_5

Goswami, U. (2005). Synthetic Phonics and Learning to Read: A Cross‐language Perspective. Educational Psychology in Practice, 21, 273. doi:10.1080/02667360500344823

Gustafson, S., Ferreira, J., & Rönnberg, J. (2007). Phonological or orthographic training for children with phonological or orthographic decoding deficits. Dyslexia, 13, 211. doi:10.1002/dys.339

Hatcher, P.J. (2003). Reading intervention: A ‘conventional’ and successful approach to helping dyslexic children acquire literacy. Dyslexia, 9, 140. doi:10.1002/dys.254

Hatcher, P.J., Hulme, C., & Snowling, M.J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45, 338. doi:10.1111/j.1469-7610.2004.00225.x

Havey, J., Story, N., & Buker, K. (2002). Convergent and concurrent validity of two measures of phonological processing. Psychology in the Schools, 39, 507. doi:10.1002/pits.10056

Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart. Scientific Studies of Reading, 9, 351. doi:10.1207/s1532799xssr0904_2

Jarmulowicz, L., Hay, S.E., Taran, V.L., & Ethington, C.A. (2007). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, doi:10.1007/s11145-007-9073-y

Küspert, P.P. (2007). Frühförderung im Kindergarten bei Verdacht auf Legasthenie. Monatsschrift Kinderheilkunde, 155, 345. doi:10.1007/s00112-007-1483-z

Leafstedt, J.M., Richards, C.R., & Gerber, M.M. (2004). Effectiveness of Explicit Phonological-Awareness Instruction for At-Risk English Learners. Learning Disabilities Research and Practice, 19, 252. doi:10.1111/j.1540-5826.2004.00110.x

Luke, A. (2004). Teaching After the Market: From Commodity to Cosmopolitan. Teachers College Record, 106, 1422. doi:10.1111/j.1467-9620.2004.00384.x

Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M., Leppänen, P.T., Lyytinen, P., Poikkeus, A., & Richardson, U. (2004). The development of children at familial risk for dyslexia: Birth to early school age. Annals of Dyslexia, 54, 184. doi:10.1007/s11881-004-0010-3

Mayer, R.E. (2004). TEACHING OF SUBJECT MATTER. Annual Review of Psychology, 55, 715. doi:10.1146/annurev.psych.55.082602.133124

Moats, L.C., & Foorman, B.R. (2003). Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53, 23. doi:10.1007/s11881-003-0003-7

Savage, R., & Carless, S. (2005). Phoneme manipulation not onset-rime manipulation ability is a unique predictor of early reading. Journal of Child Psychology and Psychiatry, 46, 1297. doi:10.1111/j.1469-7610.2005.01436.x

Savage, R., Carless, S., & Ferraro, V. (2007). Predicting curriculum and test performance at age 11�years from pupil background, baseline skills and phonological awareness at age 5�years. Journal of Child Psychology and Psychiatry, 48, 732. doi:10.1111/j.1469-7610.2007.01746.x

Scarborough, H., & Brady, S. (2002). Toward a Common Terminology for Talking About Speech and Reading: A Glossary of the "Phon" Words and Some Related Terms. Journal of Literacy Research, 34, 299. doi:10.1207/s15548430jlr3403_3

Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, 21, 17. doi:10.1111/j.1365-2729.2005.00107.x

Stanovich, K. (2003). Understanding the Styles of Science in the Study of Reading. Scientific Studies of Reading, 7, 105. doi:10.1207/S1532799XSSR0702_1

Tallal, P. (2004). Opinion: Improving language and literacy is a matter of time. Nature Reviews Neuroscience, 5, 721. doi:10.1038/nrn1499

Torgerson, C.J. (2007). The quality of systematic reviews of effectiveness in literacy learning in English: a ?tertiary? review. Journal of Research in Reading, 30, 287. doi:10.1111/j.1467-9817.2006.00318.x

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-Oriented Instruction for Kindergarten Students At Risk for Reading Difficulties: A Randomized Field Trial With Paraeducator Implementers.. Journal of Educational Psychology, 98, 508. doi:10.1037/0022-0663.98.3.508

Valdois, S., Bosse, M., & Tainturier, M. (2004). The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder. Dyslexia, 10, 339. doi:10.1002/dys.284

Wang, M., Cheng, C., & Chen, S. (2006). Contribution of Morphological Awareness to Chinese-English Biliteracy Acquisition.. Journal of Educational Psychology, 98, 542. doi:10.1037/0022-0663.98.3.542

Ziegler, J.C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.. Psychological Bulletin, 131, 3. doi:10.1037/0033-2909.131.1.3

Ziegler, J.C., & Goswami, U. (2006). Becoming literate in different languages: similar problems, different solutions. Developmental Science, 9, 429. doi:10.1111/j.1467-7687.2006.00509.x

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