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Phonemic Awareness and Beginning Reading and Writing
Journal of Research In Childhood Education
Abstract
Vernon and Ferreiro (1999) took Spanish-speaking kindergartners' levels of writing as an independent variable and their performance on oral-segmentation tasks as the dependent variable. They found a highly significant multiple correlation R and concluded that: 1) children's ability to deal with oral-segmentation tasks seems to depend on their knowledge of the writing system and 2) the ability to segment words into phonemes is not a cause or prerequisite for learning to read and write. To find out if a similar relationship can be found among English-speaking kindergartners, we gave 68 kindergartners a writing task and two oral-segmentation tasks similar to those used by Vernon and Ferreiro. In the writing task, we asked each child to write four pairs of words—“ham” and “hamster,” “butter” and “butterfly,” “key” and “monkey,” and “gum” and “bubblegum.” We, too, found a close relationship between children's levels of writing and their levels of oral segmentation, and concluded that their knowledge of our writing system enables them to write at a higher level and to segment words phonemically.
... Post-testing indicated that children who participated in print-focused reading sessions outperformed their control group peers on three measures of print awareness and in terms of overall performance. Kamii and Manning (2002) examined the relationship between children's development in writing and their development in phonological analysis. Specifically, they investigated kindergartners' levels of writing as an inde-The Impact of Using Reading Storybooks and Writing Journal Activities Ebtesam Rababah Vol.11 Issue 4, 2017 pendent variable and their performance on oral-segmentation tasks as the dependent variable. ...
... In conclusion, reviewing the literature showed that some research focused on phonemic awareness (Kamii & Manning, 2002;Noe et al., 2014). Other research focused on print awareness in preschool children . ...
... Additionally, these children's ability to deal with oral-segmentation tasks seemed to depend on their knowledge of the writing system, which was developed through writing journal sessions. These specific findings support the previous research of Edwards and Taub (2016) and Kamii and Manning (2002). Edwards and Taub (2016) found Statistically significant relationships between blending and segmenting skills and blending and reading comprehension. ...
This study investigated the impact of reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children. Subjects participated in book-reading sessions with a print focus, and writing journals. A total of 50 children were recruited for the study from one kindergarten in Irbid City, Jordan. Two intact sections of 25 children each served as experimental and control groups. Pre-test measures of children’s print and phonemic awareness were administered. Subsequently, children in the experimental group participated in 24 small-group reading sessions that included a print focus, and 14 writing journals over a 14-week period. As an alternate condition, control-group children participated in conventional instruction methods only. Post-testing indicated that children who participated in print-focused reading and writing journal sessions outperformed their control group peers on four measures of print awareness (words in print, print concepts, alphabet knowledge and letter discrimination, and literacy terms), and on phonemic awareness (letter sound identification, rhyme, phoneme blending, phoneme segmentation, and phonemic manipulation), as well as overall performance. Implications and future research directions are discussed.
... Post-testing indicated that children who participated in print-focused reading sessions outperformed their control group peers on three measures of print awareness and in terms of overall performance. Kamii and Manning (2002) examined the relationship between children's development in writing and their development in phonological analysis. Specifically, they investigated kindergartners' levels of writing as an inde-The Impact of Using Reading Storybooks and Writing Journal Activities Ebtesam Rababah Vol.11 Issue 4, 2017 pendent variable and their performance on oral-segmentation tasks as the dependent variable. ...
... In conclusion, reviewing the literature showed that some research focused on phonemic awareness (Kamii & Manning, 2002;Noe et al., 2014). Other research focused on print awareness in preschool children . ...
... Additionally, these children's ability to deal with oral-segmentation tasks seemed to depend on their knowledge of the writing system, which was developed through writing journal sessions. These specific findings support the previous research of Edwards and Taub (2016) and Kamii and Manning (2002). Edwards and Taub (2016) found Statistically significant relationships between blending and segmenting skills and blending and reading comprehension. ...
This study investigated the impact of reading storybooks and writing journal activities on print and phonemic awareness of Jordanian kindergarten children. Subjects participated in book-reading sessions with a print focus, and writing journals. A total of 50 children were recruited for the study from one kindergarten in Irbid City, Jordan. Two intact sections of 25 children each served as experimental and control groups. Pre-test measures of children’s print and phonemic awareness were administered. Subsequently, children in the experimental group participated in 24 small-group reading sessions that included a print focus, and 14 writing journals over a 14-week period. As an alternate condition, control-group children participated in conventional instruction methods only. Post-testing indicated that children who participated in print-focused reading and writing journal sessions outperformed their control group peers on four measures of print awareness (words in print, print concepts, alphabet knowledge and letter discrimination, and literacy terms), and on phonemic awareness (letter sound identification, rhyme, phoneme blending, phoneme segmentation, and phonemic manipulation), as well as overall performance. Implications and future research directions are discussed.
... Subsequent studies in a variety of languages have supported the evidence in Ferreiro and Teberosky (1982) that children's writing generally progresses through stages. Kamii et al. (1990) and Kamii and Manning (2002) also found comparable results with a sample of English-speaking children in the United States. A few differences were found with the Argentinian Spanish-speaking sample in terms of the use of consonants as opposed of syllables in the first grapheme-phoneme correspondence attempts, and in the use of the correct initial letter when writing a string of letters. ...
... This task was based on previous work with monolingual Spanish-speaking children (Vernon & Ferreiro, 1999) and English-speaking children (Kamii, Long, Manning, & Manning, 1990;Kamii & Manning, 2002). In the Spanish-speaking task, children are asked to write on different pieces of paper a list of words that differ in the number of syllables and have a common syllable pattern (CV). ...
... Kamii and collaborators (Kamii, Long, Manning, & Manning, 1990;Kamii & Manning, 2002) also examined the stages of writing in a sample of English-speaking children in the United States (see Table 2 for their descriptions with examples). With a few exceptions, they found many similarities with Ferreiro and Teberosky's (1982) sample, especially in the beginning stages of writing development. ...
... Note. The ideas in this table are adapted from the work of Kamii and Manning (2002) and Kamii, Long, Manning, and Manning (1990 In this class, we write in different ways. Some people write like this [shows Figure 1a], others like this [shows Figure 1b], some others like this [shows Figure 1c], and still others like this [shows Figure 1d]. ...
The purpose of this article is to describe the development of writing in young dual language learners, who are children under 5 years old who are learning the dominant language and another language at the same time. Early writing has been associated with literacy outcomes in the later years of elementary school. The article presents samples of different forms of young dual language learners’ writing and ways to interpret them. It also describes strategies for teachers to observe dual language learners’ writing development, create meaningful writing opportunities in the classroom that are based on authentic uses of writing in their homes and communities, and provide scaffolding for students’ learning. Examples are given to illustrate how teachers can promote opportunities to write and encourage the discovery of the specific characteristics of the written system in each language.
... Subsequent studies in a variety of languages have supported the evidence in Ferreiro and Teberosky (1982) that children's writing generally progresses through stages. Kamii et al. (1990) and Kamii and Manning (2002) also found comparable results with a sample of English-speaking children in the United States. A few differences were found with the Argentinian Spanish-speaking sample in terms of the use of consonants as opposed of syllables in the first grapheme-phoneme correspondence attempts, and in the use of the correct initial letter when writing a string of letters. ...
... This task was based on previous work with monolingual Spanish-speaking children (Vernon & Ferreiro, 1999) and English-speaking children (Kamii, Long, Manning, & Manning, 1990;Kamii & Manning, 2002). In the Spanish-speaking task, children are asked to write on different pieces of paper a list of words that differ in the number of syllables and have a common syllable pattern (CV). ...
This study examined how early writing develops in Spanish–English-speaking children of Mexican and Central American descent who are dual language learners (DLLs) in the United States. The emergent writing skills in Spanish and English of 140 preschoolers in a multisite study were assessed using name- and word-writing tasks during the children’s prekindergarten year. A subset of children were assessed in Kindergarten. Findings suggest that Spanish–English DLLs exhibit a similar progression in their conceptualization of writing to monolingual preschool-aged children, progressing from universal to language-specific writing features. Similarities in the development of the conceptualization of the writing systems specific to each of their languages were also observed. Strong cross-linguistic association between writing words in English and Spanish from fall to spring was found in the children’s earlier phases of writing conceptualization. Vocabulary skills also seem to influence their writing developme...
... Les connaissances sur la lecture se retrouvent parmi les concepts liés à l'écrit qui font appel à des connaissances comme la directionnalité de la lecture, le concept de la lettre, le concept du mot et la correspondance lettre-son des lettres accentuées en français. Finalement, nous reconnaissons qu'il y a une relation réciproque entre la lecture et la communication orale, de même qu'entre la lecture et la conscience métalinguistique (Francis, 2002;Kamii et Manning, 2002). ...
Une étude longitudinale a été entreprise afin d’étudier le développement de l’écrit soit l’acquisition de la lecture et de l’écriture, chez de jeunes enfants d’une communauté francophone minoritaire dans le nord de l’Ontario. Reconnaissant que différents facteurs langagiers peuvent jouer un rôle déterminant dans l’acquisition de la lecture et de l’écriture, nous avons mené un projet longitudinal de deux ans et avons suivi trente-cinq élèves de la maternelle (cinq ans) à la 1re année. Les variables étudiées sont : la communication orale, les habiletés métalinguistiques, la lecture et l’écriture. Les résultats de l’étude sont discutés en relation avec l’apprentissage de la langue, la réussite scolaire et l’éducation en milieu linguistique minoritaire.
... Fonik secara sederhana adalah hubungan antara simbol huruf dengan suara (Serna, 2006). Fonik juga bisa diartikan dengan penerjemahan lambanglambang huruf dalam suara yang diucapkan (Phajane, 2014). ...
Each language has a different sound system and syllable structure with varied complexity. English is a language that has complicated spellings and syllables, so it is necessary to learn the pronunciation of English words in terms of phonemes and alphabets. The difficulty for non-native English speakers is the very small vocal movement, except in a careful pronunciation. This article aims at describing the teacher empowerment program with three main designs begins with socialization, training, and guidance to teachers. The main objective of this program is to introduce ways that can be done by English teachers at schools and madrasas in the Sub-Region of Boja, Kendal regency, Central Java, in applying phonics-based teaching method and providing guidance to the teachers during the implementation process.
... Se, por um lado, a consciência fonológica, enquanto "conhecimento explícito das unidades fonéticas da fala" (Silva, 2003, p. 106), remete para processos mais gerais de desenvolvimento metalinguístico, isto é, para uma reflexão que tem como base a linguagem, surgindo como a capacidade para refletir sobre as características formais da linguagem, nomeadamente, ao nível dos segmentos fonológicos, já o conhecimento do alfabeto remete para o conhecimento do nome das letras, do som das letras e a capacidade de as reconhecer rapidamente e sem esforço (Goswami & Bryant, 1990;Treiman, 2004). No que diz respeito à consciência fonológica, é por volta dos 4 ou 5 anos que as crianças, embora com dificuldade, começam a compreender que é possível decompor uma sílaba em unidades menores, sendo que a consciência dos fonemas parece só se desenvolver após o início da escolaridade e, portanto, no momento em que se começa a apreender de forma mais sistemática a linguagem escrita (Kamii & Manning, 2002). ...
Pretendemos com este estudo analisar de que modo as práticas de literacia familiar bem como variáveis psicolinguísticas se relacionam com a aprendizagem da leitura em dois momentos, numa fase inicial da aprendizagem e no final do 1º ano, averiguando quais as práticas e/ou variáveis psicolinguísticas que melhor predizem a sua aprendizagem. Participaram neste estudo 74 crianças a frequentar o 1º ano do Ensino Básico de várias escolas da região de Lisboa. Os dados relativos a consciência fonológica, conhecimento das letras, leitura inicial de palavras e práticas de literacia familiar foram recolhidos no final do 1º período e no final do ano foi realizado novo teste de leitura de palavras. Realizámos análises de regressão hierárquica e os resultados obtidos mostram que: (a) o conhecimento das letras, a consciência fonémica e as práticas parentais de literacia de entretenimento predizem a leitura inicial; (b) a leitura inicial e o conhecimento das letras são as variáveis que melhor predizem a leitura final. Estes resultados permitem-nos determinar quais as competências com maior impacto ao nível da aquisição da leitura, mas também perceber que existem relações mais complexas entre a aquisição da leitura e, simultanea mente, as variáveis psicolinguísticas e o tipo de envolvimento parental. Palavras-chave: Literacia familiar, Leitura, Competências linguísticas, 1º ano.
... The benefits of writing for developing the ability to segment and blend sounds in words is sometimes neglected in discussions of how best to promote phonological awareness and, more specifically, phonemic awareness (Chapman, 2003;Vernon & Ferreiro, 1999). The slow, fine-grained analysis of sounds, letter features, letters, and words that is required of beginning writers serves to sharpen their focus on the details of print (Clay, 2001;Kamii & Manning, 2002). This, in turn, supports their attention to and visual perception of lexical and sub-lexical features while reading and ultimately, supports reading fluency. ...
In their 1985 report, Becoming a Nation of Readers: The Report of the Commission on Reading, Anderson, Hiebert, Scott, and Wilkinson defined reading and proposed five principles that guide its successful enactment: (1) reading is a constructive process, (2) reading must be fluent, (3) reading must be strategic, (4) reading requires motivation, and (5) reading is a continuously developing skill. In this article we revise the definition from reading to literacy and rethink the principles in response to theoretical and empirical developments in the intervening years with regard to the processes of, and contexts for, reading. Our updated principles include: (1) literacy is a constructive, integrative, and critical process situated in social practices; (2) fluent reading is shaped by language processes and contexts; (3) literacy is strategic and disciplinary; (4) literacy entails motivation and engagement; and (5) literacy is a continuously developing set of practices. We redefine each principle and offer new explanations in light of what we now know.
The full article may be accessed at the Journal of Education's website: http://www.bu.edu/journalofeducation/
... In addition, many studies have shown the importance of metalinguistic awareness in school achievement in different subjects, such as reading (Bialystok, 1988), mathematics (MacGregor & Price, 1999), and writing (de Haro, Delgado, & López, 2012). And, several researchers have shown that in young learners certain metalinguistic tasks, usually phonemic awareness, predict performance level on literacy tasks (Frost, 2001;Kamii & Manning, 2002;Ukrainetz, Cooney, Dyer, Kysar, & Harris, 2000;Zipke, 2007Zipke, , 2008 . ...
The development of metalinguistic awareness is a crucial component of teaching practice. Many studies showed the importance of metalinguistic awareness in school achievement in different subjects (e.g. reading, mathematics, writing). Several strategies have been therefore used to enhance metalinguistic awareness through phonemic awareness, syntactic awareness, and lexical awareness tasks (e.g. Roth, Speece, Cooper, & De La Paz, 1996; Yuill, 1998; Zipke, 2008). However, these strategies are exclusively aimed at school learners and are therefore not appropriate for adult learners. Because metalinguistic awareness is involved at all levels of learning (Pinto & El Euch, 2015; Pinto, Titone, & Gil, 2000), this paper describes a few teaching strategies to enhance the metalinguistic awareness level in adult learners and highlights the importance of metacognition as a global process in developing metalinguistic awareness.
... In addition, many studies have shown the importance of metalinguistic awareness in school achievement in different subjects, such as reading (Bialystok, 1988), mathematics (MacGregor & Price, 1999), and writing (de Haro, Delgado, & López, 2012). And, several researchers have shown that in young learners certain metalinguistic tasks, usually phonemic awareness, predict performance level on literacy tasks (Frost, 2001;Kamii & Manning, 2002;Ukrainetz, Cooney, Dyer, Kysar, & Harris, 2000;Zipke, 2007Zipke, , 2008 . ...
The development of metalinguistic awareness is a crucial component of teaching practice. Many studies showed the importance of metalinguistic awareness in school achievement in different subjects (e.g. reading, mathematics, writing). Several strategies have been therefore used to enhance metalinguistic awareness through phonemic awareness, syntactic awareness, and lexical awareness tasks (e.g. Roth, Speece, Cooper, & De La Paz, 1996; Yuill, 1998; Zipke, 2008). However, these strategies are exclusively aimed at school learners and are therefore not appropriate for adult learners. Because metalinguistic awareness is involved at all levels of learning (Pinto & El Euch, 2015; Pinto, Titone, & Gil, 2000), this paper describes a few teaching strategies to enhance the metalinguistic awareness level in adult learners and highlights the importance of metacognition as a global process in developing metalinguistic awareness.
... Byrne and Fielding-Barnsley (1989) define the alphabetic principle as "useable knowledge of the fact that phonemes can be represented by letters, such that whenever a particular phoneme occurs in a word, and in whatever position, it can be represented by the same letter" (p.313), implying that functional understanding of the alphabetic principle depends integrally on the association between explicit awareness of phonemes and knowledge of letters (Adams, 1990). The importance of children's experiences with writing and its benefits to the development of phonemic awareness was demonstrated by several authors (Hohn & Ehri, 1983;Kamii & Manning, 2002;Stahl & Murray, 1998;Treiman, 1998;Vernon & Ferreiro, 1999). ...
This study aims to understand the effects of two invented spelling programmes in the development of children’s invented spelling, namely to the phonetization of writing and to understand the correlations between phonological awareness and knowledge of letters and the phonetization procedures. Fifty-six five-year-old were divided into two experimental groups and one control group. In the pre and post-tests, children’s spellings were accessed through pseudo-words that contained fricatives and stops worked during the programmes and other non worked phonemes, both in initial and in final position. In between, G1 worked the grapho-phonetic correspondences of fricatives and G2 of stop consonants. Results show that both experimental groups achieved greater progress in spelling than the control group with no statistically significant differences between the experimental groups. In these groups the participants were able to spell the worked and the non worked phonemes in initial and in final position correctly. In G1, statistically significant differences were found, with better results in the phonetization of the worked fricatives in initial position than in final position. The results also indicated that the number of letters known in the pre-test has a significant correlation with the number of phonetizations in the post-test, whereas phonological awareness does not.
... Byrne and Fielding-Barnsley (1989) define the alphabetic principle as "useable knowledge of the fact that phonemes can be represented by letters, such that whenever a particular phoneme occurs in a word, and in whatever position, it can be represented by the same letter" (p.313), implying that functional understanding of the alphabetic principle depends integrally on the association between explicit awareness of phonemes and knowledge of letters (Adams, 1990). The importance of children's experiences with writing and its benefits to the development of phonemic awareness was demonstrated by several authors (Hohn & Ehri, 1983;Kamii & Manning, 2002;Stahl & Murray, 1998;Treiman, 1998;Vernon & Ferreiro, 1999). ...
This study aims to understand the effects of two invented spelling programmes in the development of children’s invented spelling, namely to the phonetization of writing and to understand the correlations between phonological awareness and knowledge of letters and the phonetization procedures.
Fifty-six five-year-old were divided into two experimental groups and one control group. In the pre and post-tests, children’s spellings were accessed through pseudo-words that contained fricatives and stops worked during the programmes and other non worked phonemes, both in initial and in final position. In between, G1 worked the grapho-phonetic correspondences of fricatives and G2 of stop consonants. Results show that both experimental groups achieved greater progress in spelling than the control group with no statistically significant differences between the experimental groups. In these groups the participants were able to spell the worked and the non worked phonemes in initial and in final position correctly. In G1, statistically significant differences were found, with better results in the phonetization of the worked fricatives in initial position than in final position. The results also indicated that the number of letters known in the pre-test has a significant correlation with the number of phonetizations in the post-test, whereas phonological awareness does not.
... The research literature suggests that the myriad ways of writing are conducive to the improvement of reading skills for optimal learning in ELL. Journal writing enhances other components of language literacy from the elementary grades through high school (Kamii & Manning, 2002). Meltzer and Hamann (2006) monitored high school students and discovered that modeling by the teacher and actively engaging the students in the writing process produced ELL whose reading and writing were equivalent to that of monolingual students. ...
This comparative study was designed to assess the efficacy of Reading A-Z, an online reading program with differentiated reading levels from kindergarten to sixth grade, on first through third grade Latino students. Ten Virginia elementary schools in a single school district participated in this study of tutoring services offered to low-performing, Spanish-speaking students. Increases in individual instructional reading levels (IRL) and word recognition in isolation (WRI), as measured by Phonological Awareness Literacy Screening (PALS) assessment, were documented using pretest scores collected in fall 2007 with posttest scores collected in spring 2008. An independent t-test was used to determine if differences in the treatment and control groups occurred prior to the intervention being implemented. An independent t-test was also used to determine if differences in the posttest scores of the two groups were prevalent after the intervention. No significant differences were found, and a paired sample t-test was used to calculate increases in IRL and WRI of the 46 Latino students in this study. Results suggest that increases were recognized in both the treatment and control groups for IRL and WRI. The increase in scores using Reading A-Z was no greater than with normal and accepted forms of remediation.
... For more than 30 years, the understandings and rationales of Reading Recovery have been progressively refined and revised (Dyson, 1990;Joseph, 1999;Kamii & Manning, 2002;Lyons, 2003;Swanson, Trainin, Mecoechaea, & Hammill, 2004). As part of this, a large body of research on the implementation, instruction, cost effectiveness, and sustained effects of Reading Recovery has been conducted by Reading Recovery professionals (i.e., Brown, Denton, Kelly, & Neal, 1999;Clay & Tuck, 1993;Escamilla, Loera, Ruiz, & Rodríguez, 1998;Gomez-Bellenge, 2005;Lyons & Beaver, 1995;Pinnell, 1997Pinnell, , 2000Schwartz, 1997Schwartz, , 2005a. ...
... Intentionality discourse draws on constructivist psychological theories (Piaget, 1951(Piaget, /1999Vygotsky, 1934Vygotsky, /1962) that conceptualize children as active learners who invent their own literacy through repeated hypothesizing and exploration within print-rich and responsive environments in a natural progression toward conventional forms. Acting as a kidwatcher (Owocki & Goodman, 2002)-a teacher who closely observes children's meaning-making activity with the literacy environment-Diane noted Sarah's logical reasoning in matching segmented phonemic information to graphic forms (Kamii & Manning, 2002) that resulted in invented spelling of a string of consonants. Careful kidwatching (Goodman, 1978) also revealed Ashley's invention of markers of space between syllables (Owocki & Y. Goodman, 2002), her formulation of a hypothesis that syllables require at least two letters (Ferreiro & Teberosky, 1982;Tolchinsky, 2003), the social cooperation that prompted a new topic and exploration of a greeting card format, and the disequilibrium caused by the discrepancy of a missing letter (Martens, 1996;Tolchinsky, 2003). ...
Writing assessment is a contested site where competing discourses overlap and invoke conflicting expectations, creating dilemmas for teachers who want to do what they believe is best for children and fulfill their school’s writing targets. A critical look at assessment quandaries reveals surface dilemmas as clashes between overlapping discourses, freeing teachers to work with and against institutions that create the dilemmas and their immobilizing effects. To illustrate how competing discourses generate assessment dilemmas, I analyze data examples from emergent writing activity by a group of children at a kindergarten writing table, looking closely at the students’ and teacher’s actions through the lenses of several prevalent discourses that explain early writing development: maturation discourse, skills mastery discourse, intentionality discourse, multimodal genre discourse, social practices discourse, and sociopolitical discourse (adapted from Ivanic, 2004).
Wohlwend, K. E. (2009). Dilemmas and discourses of learning to write: Assessment as a contested site. Language Arts, 86(5), 341-351.
From IUScholarworks.
... An activity system analysis of the nurturing discourse underlying this kindergarten's nexus of practice reveals children (subjects) as developing learners who invent their own literacy (outcome) through exploration and play (tools) within print-rich and responsive environments (objects) in a developmental progression (rules) toward conventional forms (Ferreiro & teberosky, 1982;kamii & manning, 2002;tolchinsky, 2003). developmentally appropriate practitioners protect children from inappropriately difficult or abstract tasks that might interrupt development (IRA, 2005;IRA & nAEyC, 1998). ...
How does “playing school,” an ordinary childhood pastime, shape children’s reading abilities, classroom identities, and relative social positioning? In an ethnographic study of literacy play in one kindergarten classroom, I discovered that young children regularly combined reading and play practices to make the meanings of texts more accessible and to take up empowered identity positions in child-ruled spaces. Two examples, excerpted from the data, illustrate how reading a book while playing the teacher transformed a classroom meeting area into a pretend school space where children could assume identities as readers and leaders.
Wohlwend, K. E. (2007). Reading to play and playing to read: A mediated discourse analysis of early literacy apprenticeship In D. W. Rowe, R. Jimenez, D. Compton, D. K. Dickinson, Y. Kim, K. M. Leander & V. Risko (Eds.), Fifty-sixth Yearbook of the National Reading Conference (pp. 377-393). Nashville, TN: National Reading Conference.
From IUScholarworks: Reprinted with the permission of the National Reading Conference and
Karen Wohlwend. Printing of this publication beyond one copy requires permission from the National Reading Conference.
This study aims to analyze the implementation of English language acquisition with the phonics method in learning and describe in depth and analyze in detail the competence of teachers in the effort to implement English language acquisition with the phonics method . The researcher acted as a participant who observed the location, environmental conditions, relevant resources and stages of strategic management at Hasanuddin Madjedi Islamic Integrated Preschool and Madinaturramlah Islamic Integrated Preschool. Data analysis using Miles, Huberman & Saldana is with the following stages: data condensation, data display, and conclusion drawing and verification. The results showed that the acquisition of English with the phonics method, among others, with song movements, introduction of self-identity, contextual object names, letter separation (spelling) and letter sounds.
Developmental Dyslexia across Languages and Writing Systems - edited by Ludo Verhoeven October 2019
This chapter describes a small reading intervention program, in the form of participatory action research, which was conceived for African-born, elementary level immigrant children upon a third grader's indication that she did not know the meaning of the word of. The twofold purpose of the intervention was to: (1) uncover the challenges of being from a non-reading culture and being taught by a teacher from a reading culture, and (2) propose ways these challenges could be minimized. The chapter describes in detail the noticing strategies—punctuation discovery, sentence recall, copying, word dictation, etc.—that were used to develop basic reading and writing skills of p-6 French-speaking, African immigrant children. The chapter concludes with a call on educational policy makers to sponsor reading immersion programs for newcomer students, with a recommendation that these courses be taught by qualified immigrant educators, to ensure that these students' school integration process assures success.
This present book contains a collection of 29 papers from a variety of countries and written in
various languages to represent this diverse variety of subfields. One main strand of papers
relates to the teaching of LSPs, mainly at the university level. Many of these articles discuss
different subjects of study or new approaches to methodology. A second major strand of papers
in the present volume relates to linguistic aspects of LSPs, including several contributions
focusing on the areas of Economics and Marketing. The final major theme appearing here is
translation and interpretation and LSPs. This last group often overlaps with the linguistic studies
in examining different aspects of language in translation. The remaining articles focus on
specific fields of study or the methodology of translation and interpretation.
It is no news that reading problems plague our country South Africa; the media have informed us of this over and over again, recent reports on the high matric failure rate show that most children still cannot read and write and this tends to drag down the overall matric performance (Department of Basic Education 2010:30) (DBE). Little, if any, has examined teacher’s perspectives on the methods used for reading instruction at primary schools in these grades. This study is qualitative in nature and examined first grade teachers’ perspectives on teaching beginning reading in Setswana using different approaches: the traditional method, sentence method, Breakthrough to Setswana programme and Curriculum and Assessment Policy Statement (CAPS) approach. Data for this paper was collected from 4 different foundation phase schools in Brits District of North West Province in South Africa. The findings suggest that teachers felt differently about the different approaches of teaching beginning reading. Finally, teachers should also be supported by the Department of Basic Education in conducting investigation on teaching and learning in their classrooms.
DOI: 10.5901/mjss.2014.v5n10p363
The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data collection involved naturalistic observations of classroom members participating in indoor play, outdoor play, and notational activities (e.g. reading and drawing) over 8 days. Who was involved, artifact use, and artifact-related actions varied by activity. Furthermore, who was involved, actions, and division of labour were strongly linked in second-by-second analyses. The present study contributes research which situates children’s development within daily activities.
Invented spelling activities in kindergarten play an important role in promoting the understanding of the alphabetic principle (Adams, 1990; Alves Martins Silva, 2001, 2009; Treiman, 1998). The studies conducted show the positive effects of invented spelling programs considering only final results. Thus, this article presents an analysis of the sessions within an invented spelling program. The aim is to understand which aspects contribute to the understanding of the alphabetic principle. Children's answers, their spellings and the experimenter's interventions where taken into account. Knowledge of letter names, explicit letter to sound relations based on children's spellings and using words whose first syllable corresponds to the letter's name, are considered to be the aspects that promote the understanding of the alphabetic principle.
For early childhood classrooms - where curriculum is increasingly shaped by standards and teachers are pressed for time - Beyond Early Literacy offers a literacy method that goes beyond simply developing language arts skills. Known as Shared Journal, this process promotes young children's learning across content areas - including their communication and language abilities, writing skills, sense of community, grasp of diverse social and cultural worlds, and understanding of history, counting, numeracy, and time. Pairing interactive talk with individual writing in the classroom community, this rich method develops the whole child. Special features include: sample lesson plans, rubrics, and templates throughout the book. children's artifacts, including examples of oral and written work. teacher accounts examining the use of Shared Journal in the classroom, including strategies and suggestions. a Companion Website with templates, additional resources, and video clips of in-classroom teaching and examples of exciting ways to use new technologies. This two-part book is first framed by current theory and research about children's cognitive, language, and literacy development, and an extensive body of research and case studies on the efficacy of the method. The second part features strategies from on-the-ground teachers who have used the process with their students and explores how Shared Journal can be used with new technologies, can meet standards, and can be appropriate for diverse populations of children. This is a fantastic resource for use in early childhood education courses in emergent literacy, language arts, and curriculum.
The purpose of this study was to explore the effects of the digital material incorporated into Textto- Speech system for students' English spelling. The digital material was made on the basis of the Spelling Bee vocabulary list (approximately 300 words) issued by the selected school. 21 third graders from a private bilingual school in Taiwan were selected for this study. This study employed four data collection techniques, including questionnaire, pre-test and post-test, informal observation and interview, and semi-structured individual interviews. The research results showed that the use of digital material fostered the students' English spelling ability and their self-directed learning.
This exploratory study examined children’s experiences with producing and comprehending external representations in a preschool classroom. Data collection and analyses focused on how artifacts, spaces, adult-guided routines, and social conventions shape young children’s representational development. Participants included 4- and 5-year-old preschoolers of East Indian-descent, a head classroom teacher of European descent, and other adult assistants. Analyses revealed variations in adult mediation and child participation across types of representational practices (reading, drawing, pretending, etc.). Furthermore, there were numerous relationships among artifacts, practices and spaces within the classroom which varied across practices. These findings may help educators, parents and psychologists better understand how young children become competent members of representation-using communities.
Resumo: Este estudo pretende compreender a importância das práticas de escrita inventada no pré-‐ escolar, analisando os efeitos de dois programas de escrita inventada e as correlações entre consciência fonológica e conhecimento das letras e os procedimentos de fonetização. Os 56 participantes foram divididos em dois grupos experimentais e um grupo de controlo. As escritas das crianças foram avaliadas nos pré e pós-‐testes. Entre ambos, G1 trabalhou as correspondências grafo-‐fonológicas de fricativas e G2 de oclusivas. Os resultados mostram que os participantes de ambos os grupos experimentais progrediram mais do que os do grupo de controlo, sem diferenças significativas entre os grupos experimentais. Nestes grupos, os participantes fonetizaram correctamente os fonemas trabalhados e também fonemas não trabalhados. Os resultados indicaram ainda que o número de letras conhecidas no pré-‐teste tem uma correlação significativa com o número de fonetizações no pós-‐teste, não se verificando o mesmo para a consciência fonológica.
Invented spelling activities in kindergarten play an important role in promoting the understanding of the alphabetic principle (Adams, 1990; Alves Martins Silva, 2001, 2009; Treiman, 1998). The studies conducted show the positive effects of invented spelling programs considering only final results. Thus, this article presents an analysis of the sessions within an invented spelling program. The aim is to understand which aspects contribute to the understanding of the alphabetic principle. Children’s answers, their spellings and the experimenter’s interventions where taken into account. Knowledge of letter names, explicit letter to sound relations based on children’s spellings and using words whose first syllable corresponds to the letter’s name, are considered to be the aspects that promote the understanding of the alphabetic principle.
This dissertation attempts to contribute to the field of early childhood education by exploring the nature of children???s name writing development. Name writing involves not only emergent literacy skills but also fine motor skills. Three studies are included in the dissertation: Study One focuses on identifying the major characteristics in children???s name writing development. Study Two validated the name writing scale proposed by the analysis in Study One. Using the proposed name writing scale, Study Three explored the relationships among name writing development, emergent literacy skills and fine motor skills.
The data examined by the dissertation were drawn from the longitudinal project "Enhanced HS-MAP Intervention: Linking Program Evaluation and Child Outcomes" (Dickstein, Seifer, & Miller, 2002-2006). A total of 641 name writing samples produced by 321 Head Start children as well as their DIAL-3 (Mardell-Czudnowski & Goldenberg, 1998) test scores were included.
The major findings of the study suggest: 1). There are several name writing developmental characteristics; however, not all of them appear as distinctive levels in the development of name writing. After qualitative and quantitative analysis, the dissertation identified five major name writing characteristics that can be distinguished using the criteria of frequent appearance and distinctive age of appearance; they are Aimless scribbles, Flat/wavy scribble or None/refusal, Symbols or letter-like units, One or few letters from name, and Conventional or spelling almost correct. 2). A qualitative examination of the longitudinal data suggested that only a few individual children???s showed name writing development that was not a monotonic development. Some children will stay in a level for several months, and some will skip a level or two. 3). Among fine motor skills and literacy skills variables, Letters and sounds has the strongest positive relationship with three-year-olds??? name writing development, but copying skills is the most important factor that influences four-year-olds??? name writing development. Since most five-year-old children could write their names conventionally, there is apparently a ceiling effect for five-year-old children. The cognitive variables that predict level of name writing vary with development.
The purpose of this research was to determine the effect of incorporating writing materials in all areas of the preschool classroom on the early literacy development of young children from low‐income families. The researchers worked with six teachers in three preschool classrooms to incorporate literacy materials—particularly those materials that would allow children to express themselves through writing—throughout the classroom learning centers over the course of one academic year. Data collected included classroom observations, inventories of literacy materials and teacher interviews. Observations were conducted three times during the academic year—in the fall, winter and spring. Classroom literacy inventories were completed in the fall and the spring. The six teachers were interviewed in teams of two concerning teaching practices and children’s literacy behaviors in the spring. Children’s literacy development was assessed in the fall and again in the spring using: (a) the Test of Early Reading Ability, (b) writing samples, and (c) a phonemic awareness activity. Results indicated that teachers did incorporate more literacy materials, including writing materials, into the classrooms and children did show progress in literacy development. There were some differences in development based on gender and between classrooms. Reasons for these differences are explored and recommendations regarding appropriate literacy instruction and activities for young children are presented.
This work analyzes the development of reading/writing skills, specifying two phases: acquisition and dominion. In the fi rst phase, it shows the different conceptual levels developed by the child, from early ages, in his attempt for understand the written language. It describes the paper of gestures, scribbles, drawings and games, as the fi rst constructions with symbolic characteristics. Conceptualization of the child, on the writing system, corresponds to the hypotheses of the name, amount, variety, and syllabics, all of which evidence the construction of knowledge. It makes concrete the acquisition of phonologic, syntactic and semantic awareness. In the second phase, the dominion one, it appears a series of processes (perceptive, lexical, syntactic, and semantic) and strategies (metacognitive, inferential, etc.) determining the level of literacy or dominion of the writing system. This study states that development of the written language initiates with the conceptual prehistory of the gestures, scribbles, etc., it continues with the formal acquisition of the reading/writing skills, and it fi nalizes with the dominion to comprehend and produce written texts. The dominion of linguistic, cognitive, metacognitive, conceptual, and other processes is determined by the level of awareness of these processes.
This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom were bilingual, scored higher on English writing but lower on English oral language skills than U.S. norms. Despite literacy instruction that emphasized whole-word memorization, phonological awareness statistically significantly predicted English writing scores, controlling for English vocabulary, ethnicity, sex, and an interaction between English vocabulary and sex. The current study's findings highlight the possibility of developing high literacy skills among bilingual learners with low oral language skills. In addition, the study demonstrates children's development of phonological awareness in the absence of phonological awareness or phonics instruction and supports the theory that both alphabetic (phonological) processes and logographic (whole-word) processes contribute to successful English literacy achievement.Research highlights► Singaporean kindergartners scored higher on English writing than US norms. ► Singaporeans scored lower on phonological awareness and vocabulary than US norms. ► Phonological awareness significantly predicted English writing scores. ► Findings show low-vocabulary English language learners can achieve high literacy. ► Supports dual foundations theory of English literacy development.
This parent-research article juxtaposes two theoretical frameworks in support of an analysis of a young child's uses of color in her sign-making; that is, in her efforts at writing and drawing. Perspectives from both social semiotics and the idea of literacy learning as social practice frame the examination and interpretation of the early sign-making of the child, who speaks both English and Japanese. The data sources include observations, reflective notes, transcribed audio recordings, and writing and drawing artifacts collected in the home when the child was between the ages of 3 and 7 years. This article reports how color served the child as an immediate resource for classifying, discriminating, and associating between the attributes of different objects and concepts in her written and pictorial representations. Color enabled her to identify and disambiguate objects and ideas within the signs that she produced. These findings call attention to the complexities of how children become literate, particularly the ways in which they may take active roles in that process, making decisions about the modes and tools they will use to represent ideas and concepts in their sign-making. The article concludes with a discussion of implications regarding approaches to children's writing and drawing in contemporary early childhood classrooms.
The impact of daily writing on kindergarten students' phonemic awareness
This article addresses the conceptualizations of written language held by Mayan children who attend bilingual elementary school. The article’s attempt to show the results of psycholinguistic research carried out with Mayan children follows the conviction that school-age Maya speakers play an important role in generating knowledge of literacy proposals in the context of bilingual education. By being in contact with two languages (the native language and Spanish), the Mayan children make precise linguistic reflections on Spanish that allow them to infer principles of the graphic and orthographic system of their own language. This article explains those reflections.
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent phonological processing ability.
In this article, Sofía Vernon and Emilia Ferreiro present the results of an experimental study that looks at the relationship between the development of phonological awareness and the development of writing in Spanish-speaking kindergartners. The results of this study speak to the ongoing controversy about approaches to early literacy instruction - that is, whether children's ability to segment words into phonemes (phonological awareness) is a prerequisite for learning how to read and write. These results show that phonological awareness is not an either/or phenomenon, but that it develops across levels and that this development is related to children's writing development. Vernon and Ferreiro discuss several important educational implications based on their findings: first, that children's ability to benefit from systematic, phonics instruction depends on their level of writing development; and second, that encouraging children to write in kindergarten and first grade is an important way to stimulate the analysis of spoken words or other meaningful units.
Fifty-seven kindergartners were interviewed individually and asked to write four pairs of words—ham and hamster, butter and butterfly, berry and strawberry, and melon and watermelon. They performed this exercise in October, early January, mid-February, and at the end of March. These words were chosen in order to find out 1) if children begin to write more letters unconventionally for longer words and 2) if they begin to write the same letter(s) unconventionally for the same sounds. It was found that children generally did 1) before 2), but not always. It was concluded that these pairs of words are useful for the identification of children who have become aware that writing is related to the sounds of speech.
Suggests that children should learn to read by creating their own spellings for familiar words. (NH)
Investigated (1) whether English-speaking American children go through the same developmental levels in spelling as the Spanish-speaking children studied by E. Ferreiro and A. Teberosky (1982) and by Ferreiro and M. Gómez Palacio (1982) and (2) whether English-speaking children also make their 1st letter–sound correspondences through syllables. 192 kindergartners were individually asked to write 8 words such as "punishment," "cement," and "pop." The developmental levels were found to be similar, but there were some differences between the English-speaking and Spanish-speaking children. English-speaking Ss made their 1st phoneme–grapheme correspondences by focusing on consonants, while the Spanish-speaking Ss focused on syllables. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Twenty-six kindergartners were individually interviewed once a month from October to May with two tasks. The children were first asked to write seven words—cement, ocean, punishment, motion, tomato, karate, and vacation. Two sentences (“Daddy kicks the ball” and “The man is eating a cookie”) were then written in the children's presence and read to them before they were asked where “ball,” “daddy,” etc., might be written. This longitudinal study verified the four levels in both tasks previously found in cross-sectional research. Level 2 in the writing task was often found to last a surprisingly long time, revealing children's belief about our writing system that words are written with three, four, or five letters or a minimum and maximum number of letters. Before “invented” spelling, young children hold beliefs that are different from the principle underlying our writing system—the alphabetic principle of basing writing partly on the sounds of speech.
Phonemic awareness in young
- M J Adams
- B R Foorman
- I Lundberg
- T Beeler
Adams, M. J., Foorman, B. R.,Lundberg, I., & Beeler, T. (1998b). Phonemic awareness in young