Exploring connections among reading,spelling, and phonemic segmentation during first grade |
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Authors: | Barbara R Foorman David J Francis |
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Institution: | (1) Department of Educational Psychology, College of Education, University of Houston, 77204-5874 Houston, TX, USA |
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Abstract: | Exploratory data analysis was used to examine changes in individual reading and spelling patterns during first grade. Subjects were from classrooms receiving, on average, 45 minutes compared to 15 minutes of daily letter-sound instruction. Subjects spelled and read 60 words in October, February, and May, and deleted sounds from spoken words. Spelling and reading responses progressed from nonphonetic, to phonetic, to correct. Additionally, knowledge of a word's spelling informed its reading, while the converse was less apparent. Finally, those slow to improve in phoneme deletion were also slow to spell and read phonetically, especially among subjects receiving less instruction in letter-sound relations. |
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Keywords: | Beginning reading instruction Exploratory data analysis Phoneme segmentation Phonological processing Reading acquisition Reading errors Spelling acquisition Spelling errors |
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