Phonemic Awareness Instruction for Pre-First Graders

This monograph presents a study of pre-first graders
who participated in a summer program of teaching and
learning featuring phonemic awareness instruction.
Sixty-two children were selected for this
intervention; 40 participated and 22 did not. Daily
instruction in phonemic awareness was an integral
component of the five-week program. Phonemic
awareness pre and post-tests were administered to the
62 children; results were examined. Ten other
reading tests and surveys were administered during
their first and second grade school-years. Results
from these assessments were also examined. The
analysis of student outcomes, on these assessments
and surveys, indicate phonemic awareness proficiency
was significantly improved by participation in the
extended school-year summer program. No other
measure of reading proficiency, as highlighted by the
first and second grade pre and post-tests, revealed a
significant difference between children who attended
the extended school-year program and those
who did not. Implications of these findings are
discussed.

Autorentext
Thomas T. Cleary, Ph.D. has 38+ years experience teaching kindergarten through graduate school. He holds degrees from Massachusetts College of Liberal Arts, University of Connecticut, and completed doctoral studies at the University of Rhode Island in 2001. He is currently chair of the Education Department at Castleton State College, Castleton VT.

Klappentext
This monograph presents a study of pre-first graders who participated in a summer program of teaching and learning featuring phonemic awareness instruction. Sixty-two children were selected for this intervention; 40 participated and 22 did not. Daily instruction in phonemic awareness was an integral component of the five-week program. Phonemic awareness pre and post-tests were administered to the 62 children; results were examined. Ten other reading tests and surveys were administered during their first and second grade school-years. Results from these assessments were also examined. The analysis of student outcomes, on these assessments and surveys, indicate phonemic awareness proficiency was significantly improved by participation in the extended school-year summer program. No other measure of reading proficiency, as highlighted by the first and second grade pre and post-tests, revealed a significant difference between children who attended the extended school-year program and those who did not. Implications of these findings are discussed.