Introducing Grapheme-Phoneme Correspondences (GPCs): Exploring Rate and Complexity in Phonics Instruction for Kindergarteners with Limited Literacy Skills

Autor/inn/en	Vadasy, Patricia F.; Sanders, Elizabeth A.
Titel	Introducing Grapheme-Phoneme Correspondences (GPCs): Exploring Rate and Complexity in Phonics Instruction for Kindergarteners with Limited Literacy Skills
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 1, S.109-138 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10064-y
Schlagwörter	Phoneme Grapheme Correspondence; Literacy Education; Kindergarten; Grade 1; Teaching Methods; Phonics; Decoding (Reading); Spelling; Instructional Effectiveness; Alphabets; Beginning Reading; Word Recognition; English Language Learners; Orthographic Symbols; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Schreibweise; Unterrichtserfolg; Buchstabenschrift; Erstleseunterricht; Worterkennung
Abstract	Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over 5 weeks. In Study 1, children grades K-1 were assigned to instruction in a set of either 10 (Slow rate, n = 33) or 15 (Fast rate, n = 32) single- and two-letter GPCs. Study 1 findings indicated that children who learned five added GPCs did not reduce learning of the common set of 10 learned GPCs for any measure (including letter names, sounds, letter sound writing, word reading, and spelling), and learning favored Fast items over Slow for letter sounds, letter sound writing, and word reading (median d = 0.30). In Study 2, kindergarteners were assigned to instruction in either single letters only (Single, n = 30) or mixed-size GPCs (Mixed, n = 31). Instruction included application of GPCs to decoding and spelling. Results showed that kindergarteners in the Mixed condition made significantly greater gains learning the four two-letter GPCs across measures (median d = 0.86), and no significant differences between groups on measures of the 11 one-letter GPCs common to both conditions. Findings add precision to understanding how rate and order of introducing GPCs influence children's initial alphabet learning. Further study of empirically validated methods of alphabet instruction may benefit in particular those children most at risk for acquiring this foundational knowledge. [For the corresponding grantee submission, see ED605936.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01