Priscilla L. Griffith

Phonemic Awareness Helps First Graders Invent Spellings and Third Graders Remember Correct Spellings

The current study investigated the direct effects of phonemic awareness on spelling development and the relationship between phonemic awareness and the acquisition of orthographic representations of equivocal phonemes (i.e., phonemes with more than one rule-governed spelling), referred to as word-specific information. Phonemic awareness and word-specific information accounted for 54% of the variance in first-grade spelling scores and 70% of the variance in third-grade scores. The relationship between phonemic awareness changed from first grade to third grade, indicating that in first grade spelling is primarily a sequential encoding process whereas in third grade spelling relies more upon the use of memorized orthographic units. Scattergrams in both first and third grade supported the notion of phonemic awareness as a foundation for the development of word-specific information. Analyses of the spellings of children high and low in phonemic awareness also supported this finding.

A whole language and traditional instruction comparison: Overall effectiveness and development of the alphabetic principle

Abstract The purpose of this study was to examine the effectiveness of whole language instruction in first‐grade classrooms. Three whole language classrooms were compared with three traditional classrooms. Data were collected for end‐of‐the‐year achievement in reading comprehension, vocabulary, phonemic awareness, decoding, spelling, and writing. There were no significant differences between the two instructional programs on any of the variables. The study also examined whether there would be differences between whole language and traditional instruction in end‐of‐the‐year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Results suggested that neither program was more likely to close gaps between children high and low in these incoming abilities.

Using Literature Cases To Examine Diversity Issues with Preservice Teachers.

Abstract A study of case method instruction was conducted to investigate the use of literature as teaching cases with preservice teachers. Novice teachers often lack a shared knowledge of school culture and the experimential base that provides alternatives for decision making. Literature includes a wider variety of settings and situations, represents the diversity in society and schools, and provides greater insight into the thinking of characters than traditional teaching cases. The research investigated how undergraduate students make meaning from instances of cultural conflict portrayed in literature cases and delineates appropriate practice for case-based instruction using literature cases.

The Effect of Phonemic Awareness on the Literacy Development of First Grade Children in a Traditional or a Whole Language Classroom

Abstract This study examined the acquisition of decoding and spelling skills and writing fluency of children with various levels of beginning-of-the-year phonemic awareness. First grade children who began school high and low in phonemic awareness received either whole language or traditional basal instruction. The whole language curriculum included the shared-book experience and extensive writing activities; the traditional basal curriculum included explicit phonics instruction, but very little writing. Beginning-of-the-year level of phonemic awareness was more important than method of instruction in literacy acquisition. High phonemic awareness children outperformed low phonemic awareness children on all of the literacy measures. The role that writing using invented spelling may play in helping low phonemic awareness children understand the alphabetic principle is discussed.

Phonological Awareness: The What, Why, and How.

The problems of Sam, a hypothetical disabled reader, are described in terms of his possible lack of phonological awareness. Phonological awareness and its subunits (onsets, rimes, and phonemes) are explained with examples. Research that supports the notion that phonological awareness is necessary for reading success, as well as the issue of whether children can be taught phonological awareness, is discussed. Activities that encourage phonological awareness in children are described.