Research
Summary:
Phonemic awareness instruction is directly linked to reading success. Spending a few minutes a day can help improve children's reading ability. This explicit instruction benefits even limited English learners and those needing remediation. However, on-going professional development may be needed, in order for children to be provided with effective reading strategies.
Ehri, Linnea C., et al. "Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta‐analysis." Reading research quarterly 36.3 (2001): 250-287.
Cunningham, Anne Elizabeth. "Explicit versus implicit instruction in phonemic awareness." Journal of experimental child psychology 50.3 (1990): 429-444.
McGee, Lea M., and Donald J. Richgels. Literacy's Beginnings: Supporting Young Readers and Writers, 4/E. Allyn & Bacon/Pearson Education, 75 Arlington Street, Suite 300, Boston, MA 02116, 2004.
Bos, Candace S., et al. "Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act." Learning Disabilities Research & Practice 14.4 (1999): 227-238.
Foorman, Barbara R., et al. "The necessity of the alphabetic principle to phonemic awareness instruction." Reading and Writing 16.4 (2003): 289-324.
Bos, Candace, et al. "Perceptions and knowledge of preservice and inservice educators about early reading instruction." Annals of Dyslexia 51.1 (2001): 97-120.