Early Reading Intervention for Urban Learners: Implications for Practice

Autor/inn/en	Musti-Rao, Shobana; Cartledge, Gwendolyn
Titel	Early Reading Intervention for Urban Learners: Implications for Practice
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.94-106 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Early Reading; Phonemics; Phonemic Awareness; Reading Instruction; Early Intervention; Urban Areas; Reading Skills; Alphabets; Literacy Education; Teaching Methods; Minority Groups; Low Income Groups; Social Influences; Reading Research; At Risk Students; Individualized Instruction; Teacher Education; Grouping (Instructional Purposes); Systems Approach; Young Children + Suchen Sie Ihr Suchwort? Frühlesen; Fonemsystem; Leseunterricht; Urban area; Stadtregion; Reading skill; Lesefertigkeit; Buchstabenschrift; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnische Minderheit; Sozialer Einfluss; Leseforschung; Individualisierender Unterricht; Lehrerausbildung; Lehrerbildung; Grouping; Gruppenbildung; Systemischer Ansatz; Frühe Kindheit
Abstract	In this article the authors review the reading status of urban learners and examine the role of phonemic awareness in reading acquisition. Their review indicates that phonemic awareness alone is not sufficient for reading acquisition, and that phonemic awareness in combination with alphabetic principle is needed to promote reading competence. The article reports existing findings on phonemic awareness and alphabetic principle as they relate to outcomes for urban learners. Because one of the greatest challenges in today's schools is putting research-based reading instruction into practice, a challenge greatly multiplied in urban settings, this article provides a focused discussion of practical implications for teachers, educators, and administrators. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10