Toward a Phonological Scope and Sequence: Understanding Phonological Sensitivity in Three- and Four-Year-Old Classrooms

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-8 - New Directions in Literacy Research

Abstract

Children who begin reading instruction with poor phonological skills have difficulty reading through fourth grade. Thus, rigorous, developmentally appropriate phonological instruction in the preschool years can reduce the achievement gap before it takes hold in first grade. This research explores an instructional progression of phonological sensitivity, along with corresponding intervention plans for each instructional construct. Significant findings include: (a) three-year-olds have difficulty with rhyme, regardless of intervention timing and length; (b) four-year-olds master rhyme discrimination best the second half of the year, regardless of intervention timing and length; and (c) both three- and four-year-olds master syllable detection and compound word elision before rhyme discrimination. These findings indicate an optimized scope and sequence of phonological awareness for preschool children.

Author

• Felicia Rae Truong, AppleTree Institute For Education Innovation