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Essay / Research Paper Abstract
A 3 page paper that summarizes 12 key concepts pertaining to teaching reading and phonemic awareness as discussed in the NRP publication Put Reading First. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khnrp.rtf
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the status of "research-based knowledge about reading," which included the effectiveness various methods for teaching children to read (NRP FAQ, 2006). The following is a summation of twelve key concepts
in the NRP report Put Reading First (Armbruster, et al, 2001), which collectively provide a thumbnail sketch of current empirically-based conclusions on the most effective pedagogy for teaching reading.
Phonemic Awareness Phonemic awareness can be taught and learned : Children can be taught to "notice, think about, and work with (manipulate) sounds) in spoken language. Activities that
promote phonemic awareness include activities that provide for phonemic isolation, identity, categorization, blending, segmentation, deletion, addition and substitution. Phonemic awareness instruction (PAI) helps children to learn to read : Awareness
instruction facilitates students capacity to read words and it also increases comprehension. PAI helps children to spell : By knowing how to segment words into phonemes, children are facilitated in
the task learning to spell. PAI is most effective when children are taught to manipulate phonemes by using the letters of the alphabet : Research shows that awareness instruction is
more effective in improving reading and spelling when students use letters in conjunction with phonemes rather than when instruction is limited to phonemes alone. PAI awareness instruction is most effective
when it focuses on only one or two types of phoneme manipulations rather than several types : One possible reason for this research finding is that children taught multiple methods
for manipulating phonemes may be confused to which type is most appropriate to apply to a given situation. Another explanation may be that teaching too many types does not allow
sufficient time for teaching any one type thoroughly (Armbruster, et al, 2001). Phonics Instruction Systematic and explicit phonics instruction (SAEPI) is more effective than non-systematic or no phonics instruction
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