Supplementary Phonics Instruction and Reading and Spelling Ability

1961 ◽  
Vol 62 (3) ◽  
pp. 152-156 ◽  
Author(s):  
Frederick W. Ibeling
Keyword(s):  
Phonics Instruction ◽  
Spelling Ability ◽  
Reading And Spelling

scholarly journals Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills

2020 ◽  
Vol 19 (10) ◽  
pp. 1-18
Author(s):  
Jia Rong Yap ◽  
Mellisa Lee Lee Chin
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
English Language ◽  
Literacy Skills ◽  
Control Group ◽  
Early Literacy Skills ◽  
Spelling Ability ◽  
Synthetic Phonics ◽  
Reading And Spelling

Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

A TWIN STUDY OF GENETIC INFLUENCES ON READING AND SPELLING ABILITY AND DISABILITY

1987 ◽  
Vol 28 (2) ◽  
pp. 229-247 ◽  
Author(s):  
Jim Stevenson ◽  
Philip Graham ◽  
Glenda Fredman ◽  
Vivienne Mcloughli
Keyword(s):  
Twin Study ◽  
Genetic Influences ◽  
Spelling Ability ◽  
Reading And Spelling

scholarly journals Ocular dominance, reading, and spelling ability in schoolchildren.

1985 ◽  
Vol 69 (3) ◽  
pp. 228-232 ◽  
Author(s):  
S. P. Newman ◽  
J. F. Wadsworth ◽  
R. Archer ◽  
R. Hockly
Keyword(s):  
Ocular Dominance ◽  
Spelling Ability ◽  
Reading And Spelling

Nursery rhymes, phonological skills and reading

1989 ◽  
Vol 16 (2) ◽  
pp. 407-428 ◽  
Author(s):  
P. E. Bryant ◽  
L. Bradley ◽  
M. Maclean ◽  
J. Crossland
Keyword(s):  
Longitudinal Data ◽  
Social Background ◽  
Learning To Read ◽  
Phonological Skills ◽  
Phonological Sensitivity ◽  
Spelling Ability ◽  
Strong Relation ◽  
English Speaking ◽  
Children's Reading ◽  
Reading And Spelling

ABSTRACTNursery rhymes are an almost universal part of young English-speaking children's lives. We have already established that there are strong links between children's early knowledge of nursery rhymes at 3;3 and their developing phonological skills over the next year and a quarter. Since such skills are known to be related to children's success in learning to read, this result suggests the hypothesis that acquaintance with nursery rhymes might also affect children's reading. We now report longitudinal data from a group of 64 children from the age of 3;4 to 6;3 which support this hypothesis. There is a strong relation between early knowledge of nursery rhymes and success in reading and spelling over the next three years even after differences in social background, I.Q and the children's phonological skills at the start of the project are taken into account. This raises the question of how nursery rhymes have such an effect. Our answer is that knowledge of nursery rhymes enhances children's phonological sensitivity which in turn helps them to learn to read. This paper presents further analyses which support the idea of this path from nursery rhymes to reading. Nursery rhymes are related to the child's subsequent sensitivity to rhyme and phonemes. Moreover the connection between knowledge of nursery rhymes and reading and spelling ability disappears when controls are made for differences in these subsequent phonological skills.

scholarly journals Attentional Problems and Subtypes of Attention Deficit Hyperactivity Disorder

2008 ◽  
Vol 25 (2) ◽  
pp. 17-33
Author(s):  
David Zago ◽  
Nick Rosoman ◽  
David Shum ◽  
Michael O'Callaghan ◽  
Anthony Lesley
Keyword(s):  
Selective Attention ◽  
Reading Ability ◽  
Focused Attention ◽  
Academic Problems ◽  
Adhd Subtypes ◽  
Attention Span ◽  
Children With Adhd ◽  
Spelling Ability ◽  
Reading And Spelling ◽  
Shifting Attention

AbstractThis study aimed to compare children with different ADHD subtypes and controls on measures of attention, and to examine the relationships between measures of attention and reading and spelling ability. Thirty-eight children with ADHD and sixteen controls were administered tests of four components of attention (viz., attention span, focused attention, selective attention and shifting attention) and two subtests (viz., reading and spelling) from the WRAT-3. The children with ADHD-Combined subtype were found to show deficits in attention span and focused attention, while the children with ADHD-Inattentive subtype were found to show deficits in shifting attention, and subtler deficits in attention span and focused attention. Measures of attention span were found to be significant predictors of reading ability, and measures of attention span and selective attention were found to be significant predictors of spelling ability. These results suggest that different ADHD subtypes show different patterns of attentional problems that have different neuroanatomical bases. Furthermore, academic problems in children with ADHD may be related to their attentional problems.

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