Abstract

In this study, we examined the kindergarten level of four commercial basal reading programs published in 1991 and 1993 to determine the adequacy of phonological awareness instruction for learners at risk for reading disabilities and delays. Criteria for the instructional analysis were derived from the research on instructional design and phonological awareness. Phonological awareness activities in each program were coded for (a) the presence of phonologic activities, (b) dimensions of phonological awareness (i.e ., metalinguistic skills), (c) the conspicuousness of instruction, (d) the presence of scaffolds to support student learning, and (e) instructional and practice examples. Findings indicated considerable similarity among basal programs regarding the type of phonological awareness activities and implicitness of instructional procedures. Specifically, all basal programs included phonological awareness activities. However, the activities did not address dimensions of phonological awareness most highly correlated with early reading acquisition (i.e., blending and segmenting) and did not provide sufficient tasks, materials, and teacher scaffolding. Findings further revealed considerable variability among programs in the number and range of phonological awareness examples. Analyses revealed that the phonological awareness instructional procedures in the four basal reading programs failed to integrate critical findings from empirical research. Instructional design implications relative to addressing the needs of students with diverse learning needs are presented.

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