Developing Young Readers through the Linguistic Phonics Approach

Autor/inn/en	Gray, Colette; Ferguson, James; Behan, Sarah; Dunbar, Carol; Dunn, Jill; Mitchell, Denise
Titel	Developing Young Readers through the Linguistic Phonics Approach
Quelle	In: International Journal of Early Years Education, 15 (2007) 1, S.15-33 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Written Language; Linguistics; Language Skills; Speech; Oral Language; Phonics; Reading Instruction; Emergent Literacy; Beginning Reading; Graphemes; Phonemes; Phoneme Grapheme Correspondence; Models; Elementary Education; Ireland + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Linguistik; Language skill; Sprachkompetenz; Speaking; Sprechen; Oral interpretation; Mündlicher Sprachgebrauch; Leseunterricht; Frühleseunterricht; Erstleseunterricht; Fonem; Analogiemodell; Elementarunterricht; Irland
Abstract	This paper reports findings from a large-scale evaluation undertaken to explore the impact of the "linguistic phonics approach" (LPA) on young children's reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three-stage test/retest matched-samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non-systematic phonics approaches, the LPA positively affects the attainment levels of high-, middle- and low-ability readers. (Contains 6 figures, 1 table and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10