A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students

Autor/inn/en	Paige, David D.; Smith, Grant S.; Rupley, William H.
Titel	A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students
Quelle	In: Literacy Research and Instruction, 62 (2023) 3, S.260-279 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paige, David D.) ORCID (Rupley, William H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2138648
Schlagwörter	Phonemic Awareness; Phoneme Grapheme Correspondence; Word Recognition; Reading Skills; Adolescents; Reading Difficulties; African American Students; Urban Schools; Grade 5; Grade 6; Grade 7; Grade 8; Correlation; Spelling; Middle School Students; Private Schools; Special Schools; Test of Word Reading Efficiency; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Worterkennung; Reading skill; Lesefertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Schreibweise; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Private school; Privatschule; Special school; Sonderschule
Abstract	Phonemic awareness is thought to be a causal factor predicting early reading acquisition while its influence diminishes as other reading skills develop. This is a descriptive study of 74, primarily African American, fifth- through eighth-grade students attending a small, inner-city school. The study sought to determine the relationship between phonemic awareness, developmental spelling, pseudoword reading, and sight word reading in adolescent students who struggle with reading. Correlation results showed statistically significant relations among all four variables with the largest between phonemic awareness and developmental spelling. Regression results revealed phonemic awareness predicted significant variance in developmental spelling (R2 = 0.51), but not pseudo- or sight word reading. A discontinuity test determined that the influence of phonemic awareness on developmental spelling was consistent across all levels of attainment. Results are discussed from a developmental perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01