Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure

Description:

A longitudinal study comparing the effectiveness of three different reading interventions (phoneme training, rhyme reading, or both) on British preschool children's reading skills

Resource Type:

Reports & Papers

Author(s):

Hatcher Peter J.; Hulme Charles; Snowling Margaret J.

Publisher(s):

Blackwell Publishing

Funder(s):

Economic and Social Research Council (Great Britain)

Country:

United Kingdom

Date Issued:

2004

Source:

Journal of Child Psychology and Psychiatry, 45(2), 338-358

Journal Title:

Journal of Child Psychology and Psychiatry

Volume Number:

Issue Number:

Page Range:

338-358

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.9. Early Literacy

13. International Child Care & Early Education > 13.1. Single-Country Studies

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

ISSN:

0021-9630

Paper

1469-7610

Online

Peer Reviewed:

Yes

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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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Executive Summary

National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction [Executive summary]

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Literature Review

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Child Care and Early Education Research Connections

Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure

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