Long-Term Effects of Synthetic versus Analytic Phonics Teaching on the Reading and Spelling Ability of 10 Year Old Boys and Girls

Autor/inn/en	Johnston, Rhona S.; McGeown, Sarah; Watson, Joyce E.
Titel	Long-Term Effects of Synthetic versus Analytic Phonics Teaching on the Reading and Spelling Ability of 10 Year Old Boys and Girls
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 6, S.1365-1384 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-011-9323-x
Schlagwörter	Reading Comprehension; Spelling; Phonics; Females; Emergent Literacy; Teaching Methods; Reading Ability + Suchen Sie Ihr Suchwort? Leseverstehen; Schreibweise; Weibliches Geschlecht; Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading competence; Lesekompetenz
Abstract	A comparison was made of 10-year-old boys and girls who had learnt to read by analytic or synthetic phonics methods as part of their early literacy programmes. The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. In contrast, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. There was no evidence that the synthetic phonics approach, which early on teaches children to blend letter sounds in order to read unfamiliar words, led to any impairment in the reading of irregular words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10