Phonics Instruction in Early Literacy: Examining Professional Learning, Instructional Resources, and Intervention Intensity

Autor/inn/en	Dilgard, Cortney; Hodges, Tracey S.; Coleman, Julianne
Titel	Phonics Instruction in Early Literacy: Examining Professional Learning, Instructional Resources, and Intervention Intensity
Quelle	In: Reading Psychology, 43 (2022) 8, S.541-575 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dilgard, Cortney) ORCID (Hodges, Tracey S.) ORCID (Coleman, Julianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2022.2126045
Schlagwörter	Phonics; Reading Instruction; Emergent Literacy; Intervention; Reading Tests; Scores; Reading Achievement; Instructional Effectiveness; Kindergarten; Primary Education; Reading Research; Foreign Countries; English Language Learners; United States; Canada; Spain; Colombia; Malaysia + Suchen Sie Ihr Suchwort? Leseunterricht; Frühleseunterricht; Lesetest; Leseleistung; Unterrichtserfolg; Primarbereich; Leseforschung; Ausland; USA; Kanada; Spanien; Kolumbien
Abstract	Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?", "How should interventions be structured for the best results?", and "Which school personnel should deliver these interventions?" To begin answering these questions, we conducted the present systematic literature review to synthesize the research surrounding phonics instruction for the last ten years in grades kindergarten through third using the systematic review methodology. Three overarching themes about phonics instruction emerged: (a) professional learning to foster a deep understanding of language; (b) instructional resources to support teachers with limited content or pedagogical knowledge; and (c) intervention intensity in relation to length and other factors. This review takes an in-depth look at what we, as scholars, know about phonics instruction and what we still need to know to advance reading scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01