TEACHING CHILDREN TO READ
What's the best way to teach children to read?
According to the National Reading Panel, "teaching children to manipulate
phonemes in words was highly effective under a variety of teaching conditions
with a variety of learners across a range of grade and age levels and that
teaching phonemic awareness to children significantly improves their reading
more than instruction that lacks any attention to Phonemic Awareness.",
This is a statement made by the National Reading Panel (NRP) in their report
titled "TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the
Scientific Research Literature on Reading and Its Implications for Reading
Instruction."
Phonemic Awareness instruction was selected
for review by the NRP in their report because studies have identified phonemic
awareness and letter knowledge as two of the best predictors of how well
children will learn to read in their first 2 years of entering school. There is
strong Scientific evidence to suggest that phonemic awareness instructions are
an important part in helping children develop reading skills.
One study discussed the presence of phonemic
awareness in Austrian children aged 6 to 7 that were unable to read when first
entering school.
This study found that many children had not one correct response in their test of a simple vowel substitution task. However, a few children who exhibited high phonemic awareness scored close to perfect on this same task. The study further stated that "there was a specific predictive relationship between initial phonemic awareness differences and success in learning to read and to spell."
Even more importantly, the study indicated that it was phonemic awareness abilities, and not IQ, that predicted the accuracy of reading and spelling at the end of grade one. Children with high phonemic awareness at the beginning of grade one had high reading and spelling achievements at the end of grade one, compared to some children with low phonemic awareness who had difficulties learning to read and spell. Continue reading
This study found that many children had not one correct response in their test of a simple vowel substitution task. However, a few children who exhibited high phonemic awareness scored close to perfect on this same task. The study further stated that "there was a specific predictive relationship between initial phonemic awareness differences and success in learning to read and to spell."
Even more importantly, the study indicated that it was phonemic awareness abilities, and not IQ, that predicted the accuracy of reading and spelling at the end of grade one. Children with high phonemic awareness at the beginning of grade one had high reading and spelling achievements at the end of grade one, compared to some children with low phonemic awareness who had difficulties learning to read and spell. Continue reading
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