Using scaffolding to teach phonemic awareness in preschool and kindergarten

Reading Teacher

Volumn 62, Issue 7, 2009, Pages 599-603

  McGee, Lea M ^a   Ukrainetz, Teresa A ^b  

^a OHIO STATE UNIVERSITY   (United States)

^b UNIVERSITY OF WYOMING   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 65349092151     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.62.7.6     Document Type: Article

References (12)

1. Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Paul H. Brookes.
2. Blachman, B.A., Ball, E.W., Black, R., & Tangel, D.M. (2000). Road to the code: A phonological awareness program for young children. Baltimore, MD: Paul H. Brookes.
3. Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83(4), 451-455. doi:10.1037/0022-0663 .83.4.451
4. Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287. doi:10.1598/RRQ.36.3.2
5. Hesketh, A. (2007). Teaching phoneme awareness to pre-literate children with speech disorder A randomized controlled trial. International Journal of Language & Communication Disorders, 42(3), 251-271. doi:10.1080/ 13682820600940141
6. Santi, K., Menchetti, B., & Edwards, B. (2004). A comparison of eight kindergarten phonemic awareness programs based on empirically validated instructional principles. Remedial and Special Education, 25(3), 189-196. doi:10.1177/0741932504025 0030601
7. Snow, CE., Burns, M., & Griffin P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
8. Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In R. Kail (Ed.), Advances in child development and behavior (pp. 105-131). San Diego, CA: Academic Press.
9. Ukrainetz, T. A. (2006). Scaffolding young children into phonemic awareness. In T.A. Ukrainetz (Ed.), Contextualized language intervention: Scaffolding preK-12 literacy achievement (pp. 429-467). Eau Claire, WI: Thinking Publications.
10. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
11. Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89-100. doi:10.1111/j.1469-7610.1976. tb00381.x
12. Yeh, S. (2003). An evaluation of two approaches for teaching phonemic awareness to children in Head Start. Early Childhood Research Quarterly, 18(A), 513-529. doi:10.1016/j .ecresq.2003.09.009