Search results for: Phonemics
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This study examines the knowledge of PA instruction of 223 first-year teachers initially certified in special education, early childhood education, and elementary education. Results indicate that significant numbers of beginning special and general education teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of PA, confuse PA with phonics, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into phonemes.
Updated: Nov. 24, 2009
The article provides a report to teacher educators, regarding early childhood literacy methods. The report analysis identifies specific word structures children should know by the end of first grade. It also shows actual learning rates of sound-to-letter correspondence for those students who have not achieved the desired results. The report provides assessment methods for phonemic awareness in young children and encourages changes in teacher education programs in order to meet today's literacy challenges.
Updated: Jan. 27, 2008