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Full-Text Articles in Early Childhood Education
How Should Context-Dependent Words Be Taught To Beginning Readers?, Abigail M. Turner
How Should Context-Dependent Words Be Taught To Beginning Readers?, Abigail M. Turner
Dissertations, Theses, and Capstone Projects
This study examined three different instructional methods for teaching beginners to read context-dependent words. Two types of context-dependent words were taught: irregular past tense verbs and function words. The words were embedded either in scrambled contexts or in meaningful sentence contexts. Three different instructional conditions to teach the words were compared. In the Meaningful Context condition, students studied the target words embedded in meaningful sentences. In the Scrambled condition, students studied target words placed in scrambled word sequences. In the Combination condition, students studied target words in both types of contexts that were alternated across learning trials. Participants were 53 …
Teaching Children To Decode Words: Connected Versus Segmented Phonation, Selenid M. Gonzalez-Frey
Teaching Children To Decode Words: Connected Versus Segmented Phonation, Selenid M. Gonzalez-Frey
Dissertations, Theses, and Capstone Projects
Two methods of decoding instruction were compared. Kindergartners who could not decode nonwords participated in the study, N = 38, M = 5.6 years. Segmented phonation, frequently used in synthetic phonics programs, taught students to convert graphemes to phonemes by breaking the speech stream (“sss – aaa – nnn”) before blending. Connected phonation taught students to pronounce phonemes without breaking the speech stream (“sssaaannn”) before blending. Kindergartners were matched and randomly assigned to the two conditions. Both groups were taught to decode the same set of CVC nonwords consisting of continuant consonants and vowels that could be stretched and connected …
Do Spellings Of Words And Phonemic Awareness Training Facilitate Vocabulary Learning In Preschoolers?, Robin O'Leary
Do Spellings Of Words And Phonemic Awareness Training Facilitate Vocabulary Learning In Preschoolers?, Robin O'Leary
Dissertations, Theses, and Capstone Projects
The purpose of this study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. We hypothesized that four and five year old children taught to segment words with letters would outperform those trained with shape markers and those that received no segmentation training on an invented spelling task. We also hypothesized that students seeing the spellings of new vocabulary words (names) would learn the words in fewer trials, remember the names and features better and would be able to better recognize letter labels when presented alone. …
Probing The Enactment Of Reading Miscues: A Study Examining Reading Fluency, Edward Lehner
Probing The Enactment Of Reading Miscues: A Study Examining Reading Fluency, Edward Lehner
Publications and Research
Subsequent to the National Reading Panel’s (2000) report, more researchers have been examining the role that reading fluency plays in the development of a child’s reading skills. This study investigated the efficacy of the National Reading Panel’s research claim that a child learns reading fluency skills mainly through phonics and decoding instruction. Using a methodology to track the source of reading miscues, this paper demonstrates that a student’s cultural and semantic knowledge of text vitally influences the development of reading fluency skills. Specifically, the findings suggest that a child culturally enacts reading fluency both through graphophonic and semantic knowledge of …