The Effects Of Training Parents In Teaching Phonemic Awareness On The Phonemic Awareness And Early Reading Of Struggling Readers

Abstract

This study was designed to research the difference in parental training in phonemic awareness on the achievements of their children who had been identified as struggling readers. Subjects were from federally subsidized housing with children from kindergarten and first grade classrooms. An experimental group (the phonemic awareness trained group)and a control group (the read aloud group) attended a 10-week training. Children who were trained in phonemic awareness instruction by means of a direct, explicit instruction method appear to have insignificant academic achievement over children of parents trained in oral reading techniques.