Phonemic Awareness Instruction Research Articles

A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction

ABSTRACT Purpose Research on how much early phonemic awareness (PA) instruction is optimal has produced inconclusive answers. We conducted a nonlinear meta-analysis to estimate the optimal cumulative dosage of early PA instruction on PA outcomes with an associated maximum effect size in preschool through first-grade students. Method Sixteen experimental and quasi-experimental primary studies (35 effect sizes) on PA instruction effectiveness that reported cumulative dosage data were included. There were 613 students in treatment and 542 students in control conditions (Mage = 5.20 years; SDage = 0.87). Results The cumulative dosage response model took a concave parabolic form (an upside-down U shape). Specifically, PA instruction effects improved with increasing dosage up to 10.20 hours of instruction (dmax = 0.74), after which the effects declined. Moderator analyses revealed these results held for students at-risk for reading disabilities and basic PA skills instruction. Furthermore, moderator analyses showed that the dosage response curves exhibited a convex parabolic form (a U shape) in PA instruction with letters, with effects continually increasing after 16 hours of PA instruction. Discussion Overall, our findings highlight the importance of planning the optimal cumulative dosage of early PA instruction in preschool through first-grade settings so that students acquire the PA and phonological-orthographic associations taught and show progress in learning to read.

The Impact of Phonemic Awareness and Phonics Instructions on the Reading Skills of Learners with Reading Difficulties

This study aimed to investigate the impact of phonemic awareness instruction and phonics instruction on the reading skills of children with reading difficulties. A factorial design in a quantitative approach was employed in the study. A stratified random sampling technique was used to sample thirty (30) respondents from a population of fifty (50) students. A questionnaire was used to collect data and the analysis was done using descriptive statistics to summarize the data, including measures of central tendency and variability. Inferential statistics, including a t-test and a two-way ANOVA, were used to test hypotheses and determine the significance of any differences between the two groups in the study and other effect size measures. The results revealed a statistically significant interaction effect, indicating that the combined use of explicit phonemic awareness and phonics instruction had a significant impact on reading achievement. It was concluded that both approaches to teaching reading have a positive impact on learners’ reading skills and thus, teachers should incorporate them in teaching reading to learners with reading difficulties.

Phonemic Awareness: Evidence-Based Instruction for Students in Need of Intervention

Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of supplemental intervention using computer programs and parents for students at risk for reading difficulties.

Professional development for the science of reading

Despite training in phonics and phonemic awareness during literacy methods courses, preservice teachers indicate having a limited understanding of how to apply these two critical components of reading in their own classrooms. As preservice teachers enter the classroom, they will need support from principals, literacy professionals, and colleagues to provide effective instruction in phonics and phonemic awareness. Stacey Bose proposes a three-tiered support system to provide a continuum of professional learning as preservice teachers transition from the university to the classroom.

Phonemic Awareness: A Meta‐Analysis for Planning Effective Instruction

ABSTRACTThe National Reading Panel identified phonemic awareness (PA) as one of the five components of reading and found explicit instruction effective in developing PA skills in students. In the current meta‐analysis, we explored the extent to which PA instruction was effective for developing PA skills in preschool through first‐grade students and examined moderators related to malleable instructional characteristics relevant to the effective implementation of PA instruction in schools (e.g., type of instructor, specifically including computer programs and parents aside from teachers as instructors) and their possible interactions. We collected data from 46 experimental and quasi‐experimental primary studies, with 59 independent samples providing 119 effect sizes (treatment groups, N = 1892; control groups, N = 1747). Using robust variance estimation, PA instruction was moderately effective (g = 0.63, p < .001) at improving PA outcomes. No statistically significant difference was found for type of instructor. Other moderator analyses revealed no significant differences for group size, duration, PA skills taught, use of letters, grade level, at‐risk for reading difficulties status, or English language learner status. Finally, examination of the interaction between type of instructor and at‐risk status suggested teachers, computer programs, and parents are effective instructors for both at‐risk and low‐risk students. As schools plan for effective PA instruction, results indicate computer programs and parents can be useful resources to build PA skills for students to supplement teacher instruction.

A Meta-Analysis of Phonemic Awareness Instruction Provided to Children Suspected of Having a Reading Disability.

The present meta-analysis sought to investigate the effects of phonemic awareness instruction provided to children suspected of having a reading disability. Seven databases were systematically searched, and 1,643 unique manuscripts were reviewed for inclusion. Data were extracted from 138 included manuscripts to evaluate the use of phonemic awareness instruction with children suspected of having a reading disability. A random effects model was then used to conduct a meta-analysis of these data with regard to child outcomes. Gains in this population associated with phonemic awareness instruction can vary as a function of the outcome being used. On average, phonemic awareness instruction had a medium effect on composite (g = 0.511) and segmentation (g = 0.571) outcomes and a small effect on outcomes measuring blending (g = 0.341), first sound identification (g = 0.428), and deletion (g = 0.248). Instruction effects were strongest in kindergarten and first grade, but positive outcomes were also found for older children. There was not a significant relationship between cumulative intervention intensity and child performance. The present meta-analysis confirms that phonemic awareness instruction can be effective with children of varying ages and that significant gains can be observed on the key outcome measures of segmentation and blending. Graphemes should be incorporated into phonemic awareness instruction, and future studies need to provide information on dosage beyond just the length and frequency of sessions to clarify which aspects of these interventions are most efficient. https://doi.org/10.23641/asha.20277714.

The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

The aim of this paper is to investigate the influence of using the Interactive Whiteboard on phonemic awareness instruction among EFL first graders. For this study, a word recognition test was used as the research instrument. Pre-test, post-test, and delayed-word recognition were administered to 48 first graders, aged 7 on average, to both the experimental and control groups. The experimental group received the treatment for four weeks using IWB, whereas the control group was taught using the chalkboard. Paired sample t-test, independent sample t-test and one-way ANOVA were employed to analyse the data. The findings showed a significant difference in word recognition test scores in favor of the experimental group test (t = 2.50, p < .05). The mean score of the experimental group was better than that of the control group. The current study proposes some pedagogical implications for curriculum designers and concludes with recommendations and further studies on intervention programs.

The effects of phonemic awareness and sense group reading on elementary school students’ English reading fluency

The purpose of this study was to investigate the effects of phonemic awareness and sense group reading on elementary school students’ reading fluency. For this study, the following research questions were established: 1) How do phonemic awareness and sense group reading individually make an impact on word recognition accuracy, reading rate, and prosody 2) Does the order of these two types of instruction make any difference with regards to word recognition accuracy, reading rate, and prosody 3) What are the perceptions of participants regarding phonemic awareness instruction and sense group reading. To answer the research questions, the participants, 28 sixth graders, were assigned into two experimental groups and participated in a 13-week blended learning course based on Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005) and Evidence-Based Fluency Instruction (Reutzel, 2012). The data collected for this study include pre- and post-reading fluency assessments, questionnaires, and students’ learning logs. The findings of the study revealed that both experimental groups had the significant improvement in reading fluency. In particular, phonemic awareness instruction increased word recognition accuracy; and sense group reading affected prosody development. In particular, phonemic awareness instruction followed by sense group reading led to increased word recognition accuracy and prosody.

Phonological Awareness Materials in Utah Kindergartens: A Case Study in the Science of Reading

ABSTRACTSince well before the release of the National Reading Panel report in 2000, phonemic awareness has been an important topic for reading researchers. However, it is unclear the extent to which commercial materials for phonemic awareness instruction are consistent with that report and subsequent research. In the current study, we investigated the use of commercial kindergarten materials for such instruction in one state and suggest that the most widely used materials have areas of inconsistency with the science of reading. Notably, the commercial materials reviewed here did not take orthographic development into sufficient account. Additionally, the materials did not use letters and did not limit focus to one or two skills. Implications for classroom instruction, teacher education, commercial materials development, and future research are identified.

Coupling Articulatory Placement Strategies With Phonemic Awareness Instruction to Support Emergent Literacy Skills in Preschool Children: A Collaborative Approach.

Purpose The merits of collaboration between teachers and speech-language pathologists have been extensively highlighted in literature on multitiered educational frameworks. Studies also illustrate the link between articulation, phonemic awareness, and, ultimately, reading skills. This article describes the impact of an intervention targeting articulation and phonemic awareness provided collaboratively to preschool children to enhance emergent literacy skills with the long-term goal of preventing later reading difficulties. Method This pilot study involved a bidirectional collaboration between a speech-language pathologist and a teacher by providing articulatory placement strategies to link accurate speech production with early phonemic awareness activities in the context of a private early childhood center. Seventeen children (N = 17) participated in the study, with ages ranging from 55 to 65 months. Results The results indicated significant differences in phonemic segmentation as well as reading phonemically spelled words and nonwords when comparing the baseline to the collaboratively based articulatory placement plus phonemic awareness intervention. Significant differences were also seen when comparing the traditional literacy program to the collaboratively based articulatory placement plus phonemic awareness intervention. Conclusions The results suggest there may be a benefit to using articulatory placement strategies with phonemic awareness activities directly in the preschool classroom in collaboration with teachers. This pilot study adds to the literature by transferring principles demonstrated as effective for individual children in the research laboratory to application with a whole class in an authentic setting.

The Effects of Phonemic Awareness Instructions on L2 Listening Comprehension: A Meta-Analysis

This study examines the effect of phonemic awareness instruction on listening comprehension ability in learning English as a second language or foreign language (L2). The searching procedures were carried out using Publish or Perish with discreetly selected keywords. Eight studies with 13 samples published between 2000 and 2020 were obtained. Hedges’ g was calculated, leveraging Comprehensive Meta-Analysis (CMA) software. The overall effect size of phonemic awareness instruction on listening skills was found to be large (Hedges’ g = 0.99, lower bound = 0.82, upper bound = 1.61). The result demonstrated that phonemic awareness instructions to beginners (Hedges’ g = 0.86) or primary school students (Hedges’ g = 3.67) might have a large effect on enhancing their listening skills. Furthermore, research that conducted phonemic awareness instructions (Hedges’ g = 1.43) showed a much larger effect size than phonics instructions (Hedges’ g = 0.45), suggesting the need for a more focused phonemic instruction for L2 learners. Lastly, the effectiveness of phonemic awareness instruction was better assessed when using intensive listening measurements (Hedges’ g = 1.43) rather than selective ones (Hedges’ g = 0.80). These results collectively indicate that phonemic awareness instructions could be both effective and practical for helping L2 learners improve listening skills.

THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION

Research has considered phonemic awareness skill as effective pillar in acquiring literacy skills. This skill has been identified as prerequisite for reading success However, little is known about the phonemic awarenessinstruction of Jordanian EFL emergent readers. This study therefore explored the impact of phonemic awareness instruction on word recognition among Jordanian EFL emergent readers.In this study, the research instrument was semi-structured interviews. Seven EFL students of emergent readers were interviewed. They were all first graders aged 7 years on average. Data were analyzed using content analysis. The findings indicated that there is a lack of knowledge or misunderstanding between the term of phonics and phonemic awareness as well. It has been also found that emergent readers’ views show positive support towards the use of phonemic awareness skill. At the end of the study, some pedagogical implications for curriculum designers as well as English teachers were provided accordingly.

Amerikan Head Start Okul Öncesi Öğretmenleri Bireyselleştirilmiş Fonemik Farkındalık Koçluğu

Phonemic Awareness instruction in the preschool setting can help children become better readers in elementary school. Yet, within the United States there is no consistency in the quality of the instruction within preschool in this topic. Especially, children who are in Head Start programs are “at risk” for reading failure and may need phonemic awareness skills even more for school success. This study explored three preschool teachers in a Head Start preschool in Western Pennsylvania through phonemic awareness coaching via an iPad on an app called ShowMe. Teachers received weekly phonemic awareness coaching sessions and were then to record a lesson they taught to their students and give a reflection of the lessons at the end of the week. All three teachers (with varying educational and experience levels) were able to teach at the least complex level of the phonemic awareness continuum. While two of the three teachers were able to achieve more complex levels of the phonemic awareness continuum. These findings are critical and show a need to have more professional development on phonemic awareness for preschool teachers within the United States.   

Reading Recovery's unrecovered learners: Characteristics and issues

Reading Recovery (RR) was developed in New Zealand in the early 1980s to provide 30 minutes of daily individualised literacy instruction over 20 weeks for students struggling with learning to read after one year of formal schooling. Considerable research has been undertaken on the RR programme. While results indicate short‐term success for some students, each year 15–30% of students do not successfully complete the programme and are therefore ‘unrecovered’. Research on the characteristics of these unrecovered students is sparse. This review examines findings on the characteristics of unrecovered students. These RR students typically have limited phonemic awareness and phonemically based decoding skills, and lower scores on RR screening measures on entry to RR than ‘recovered’ students. In New Zealand, unrecovered students tend to be enrolled in schools serving lower socio‐economic neighbourhoods, and tend to be from Māori or Pasifika (Polynesian Pacific Island heritage) backgrounds. These students typically receive more RR lessons than recovered students. We conclude that RR does not tailor instruction to meet the needs of individual students, as claimed. The RR instructional model, developed in the 1970s, fails to recognise the importance of explicit, systematic instruction in phonemic awareness and the use of letter–sound relations. Such instruction is essential for most students who struggle with literacy learning during their early years of schooling and especially important for students who experience the most difficulty with learning to read. Suggestions are presented for strengthening the RR programme and for reducing the number of unrecovered students.

Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting

Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been identified as having a disability. This paper serves as a guide for SLPs who aim to improve the word reading skills of young elementary-age students in a small group setting, characteristic of Tier 2 in a Response to Intervention (RTI) framework. First, phonemic awareness, the alphabetic principle, and phonics are defined and their critical roles for success with early word reading are discussed. Next, examples of activities addressing each of these skills are provided including the rationale for each activity, required materials, and additional considerations and/or modifications for students with varying skill levels. The paper concludes with further important considerations when addressing the word reading skills of young struggling readers.

A meta-analysis of English phonemic awareness instruction

A meta-analysis of English phonemic awareness instruction

Pre-service teachers' knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture.

This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief multimedia-enhanced lecture on TCs' actual knowledge of PA and efficacy ratings. Prior to the lecture, teacher candidates' scores on the PA assessment were relatively low with a mean percentage correct of 56.3%. Actual knowledge was not significantly correlated with perceived knowledge or self-efficacy ratings. Perceived knowledge was significantly and positively correlated with efficacy ratings and students' rating of their exposure to PA instruction during their practicum experience. A path analysis revealed that the relationship between exposure to PA instruction and self-efficacy beliefs was mediated by perceived knowledge controlling for actual knowledge and general prior experience working with young children. Analyses also revealed that TCs made significant gains in self-efficacy as well as actual knowledge when re-assessed after the lecture with a mean post-lecture score of 71.4%. Written feedback from the TCs indicated that the digital video clips included in the lecture provided clarity regarding the type of instructional practices that teachers could use to support phonemic awareness development in children. Implications for practice and future research on teacher preparation are discussed.

The effects of phonemic awareness instruction with repeated reading on elementary school student’s English reading fluency

The effects of phonemic awareness instruction with repeated reading on elementary school student’s English reading fluency

How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexico were the lowest in phonemic awareness among the three groups and very low in their entering first-grade reading skills. However, they ended second grade matching or surpassing the reading skills of the U.S. students while remaining lower in phonemic awareness. Findings cast doubt on whether phonemic awareness instruction is helpful for children learning to read in Spanish.

Implementation Fidelity of a Coaching-Based Professional Development Program for Improving Head Start Teachers’ Literacy and Language Instruction

Structural, process, and content dimensions of a coaching-based professional development (PD) intervention were examined in an implementation fidelity study. The intervention focused on Head Start teachers’ vocabulary and phonemic awareness instruction, and was delivered through onsite classroom visits and technologically mediated methods that included a video-intensive hypermedia resource. There was a high level of compliance with the intended number of coaching sessions and with the amount and focus of coach feedback on teachers’ observed practices. Teachers’ independent viewing of practice exemplar videos was highly variable. Onsite coaching sessions compared with technologically mediated coaching provided more feedback on practices that extend learning objectives beyond whole group time and that focus on learning goals of individual children. Coach feedback in onsite sessions also included more specific items offered for the first time, whereas technologically mediated feedback included more items that were repeats or expansions of feedback provided in a prior session. Implications for the design of coaching programs and future research on active ingredients of coaching are discussed.