Delivering phonological and phonics training within whole-class teaching


Background: Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. Aims: We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Sample: Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Method: Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. Results: The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Conclusions: Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.

Publication DOI:
Divisions: College of Health & Life Sciences > School of Psychology
College of Health & Life Sciences > Clinical and Systems Neuroscience
College of Health & Life Sciences
Additional Information: Reproduced with permission from British journal of educational psychology © The British Psychological Society 2008.
Uncontrolled Keywords: phonological awareness,phonics training,children,poor phonological awareness,class reading lessons.,Developmental and Educational Psychology,Education
Publication ISSN: 2044-8279
Last Modified: 27 May 2024 07:08
Date Deposited: 28 Apr 2010 13:21
Full Text Link: http://bpsoc.pu ... 000004/art00006
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2008-12
Authors: Shapiro, Laura R. (ORCID Profile 0000-0002-3276-457X)
Solity, Jonathan


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