Date of Award
Graduate Field Experience
Master Of Arts In Language And Literacy
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
Phonetics--Study and teaching; Spelling ability; Reading; Reading comprehension; Bilingualism; English language--Study and teaching--Foreign speakers
The purpose of this study was to examine the effects of explicit phonics instruction, embedded in a balanced literacy approach, on the English reading abilities of bilingual students making the transition from Spanish to English literacy. Ten Hispanic bilingual second-grade students participated in this study, including four males and six females. Students were pre- and post-tested on measures of phonics, word reading accuracy and comprehension. Over the course of six weeks, students participated in a balanced literacy instructional program that included instruction in spelling, vocabulary, phonics and comprehension. These areas were then assessed on a weekly basis. The intervention resulted in students’ improved comprehension, spelling and vocabulary abilities; however, a clear need for additional systematic, explicit English phonics instruction was also apparent.
Palacios, Katie E., "Effects of explicit phonics instruction on the decoding, spelling and comprehension skills of bilingual students making the transition to English reading" (2012). Master's Theses, Capstones, and Projects. 331.
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