Morag Stuart1. 1. School of Psychology and Human Development, Institute of Education, University of London, UK. m.stuart@ioe.ac.uk
Abstract
BACKGROUND: A previous study (Stuart, 1999) showed that early phoneme awareness and phonics teaching improved reading and spelling ability in inner-city schoolchildren in Key Stage 1, most of whom were learning English as a second language. AIMS: The present study, a follow-up of these children at the end of Key Stage 1, addresses four main questions: (1) Are these improvements maintained to the end of Key Stage 1? (2) Are different patterns of cognitive process evident in the word recognition skills of phonics trained versus untrained children? (3) Do the phonics trained children now also show a significant advantage in reading comprehension? (4) Are there differences in amount of reading, in self-concept as readers and in oral vocabulary development between phonics trained and untrained children? Relationships between reading and spelling ages and Key Stage 1 SATs levels are also explored. SAMPLE: Data are reported from 101 seven-year-olds (85 of whom were second language learners) remaining from the original 112 children reported on previously. METHOD: Children were tested on four standardized tests of reading, spelling and vocabulary, and on a further six experimental tests of phoneme segmentation, grapheme-phoneme correspondence knowledge, regular, exception and nonword reading, author recognition and reading self-concept. RESULTS: Lasting influences of early phoneme awareness and phonics teaching on phoneme awareness, grapheme-phoneme correspondence knowledge, word reading and spelling were found. Part of the previously untrained group had now received structured phonics teaching, and were therefore treated as a third (late trained) group. Early and late-trained groups showed similar levels of attainment and similar cognitive processing patterns, which were different from the untrained group. However, there were no influences of training on reading comprehension, self-concept or oral vocabulary. CONCLUSIONS: Early phoneme awareness and phonics training efficiently accelerates the word recognition and spelling skills of first and second language learners alike. However, this is not sufficient to bootstrap the development of language comprehension in the second language learners. Further research is needed into the kinds of language teaching that will best develop their oral and written language comprehension.
BACKGROUND: A previous study (Stuart, 1999) showed that early phoneme awareness and phonics teaching improved reading and spelling ability in inner-city schoolchildren in Key Stage 1, most of whom were learning English as a second language. AIMS: The present study, a follow-up of these children at the end of Key Stage 1, addresses four main questions: (1) Are these improvements maintained to the end of Key Stage 1? (2) Are different patterns of cognitive process evident in the word recognition skills of phonics trained versus untrained children? (3) Do the phonics trained children now also show a significant advantage in reading comprehension? (4) Are there differences in amount of reading, in self-concept as readers and in oral vocabulary development between phonics trained and untrained children? Relationships between reading and spelling ages and Key Stage 1 SATs levels are also explored. SAMPLE: Data are reported from 101 seven-year-olds (85 of whom were second language learners) remaining from the original 112 children reported on previously. METHOD:Children were tested on four standardized tests of reading, spelling and vocabulary, and on a further six experimental tests of phoneme segmentation, grapheme-phoneme correspondence knowledge, regular, exception and nonword reading, author recognition and reading self-concept. RESULTS: Lasting influences of early phoneme awareness and phonics teaching on phoneme awareness, grapheme-phoneme correspondence knowledge, word reading and spelling were found. Part of the previously untrained group had now received structured phonics teaching, and were therefore treated as a third (late trained) group. Early and late-trained groups showed similar levels of attainment and similar cognitive processing patterns, which were different from the untrained group. However, there were no influences of training on reading comprehension, self-concept or oral vocabulary. CONCLUSIONS: Early phoneme awareness and phonics training efficiently accelerates the word recognition and spelling skills of first and second language learners alike. However, this is not sufficient to bootstrap the development of language comprehension in the second language learners. Further research is needed into the kinds of language teaching that will best develop their oral and written language comprehension.