Integration of Letter-Sound Correspondences and Phonological Awareness Skills of Blending and Segmenting: A Pilot Study Examining the Effects of Instructional Sequence on Word Reading for Kindergarten Children with Low Phonological Awareness
Restricted accessResearch articleFirst published online November, 2003
Integration of Letter-Sound Correspondences and Phonological Awareness Skills of Blending and Segmenting: A Pilot Study Examining the Effects of Instructional Sequence on Word Reading for Kindergarten Children with Low Phonological Awareness
Research evidence indicates that integration of letter sounds with phonological blending and segmenting is critical for acquisition of beginning word reading skills. Yet, a review of kindergarten intervention studies revealed that the optimal sequence for integrating these two component skills has not been investigated empirically. In this pilot study, two sequences for integrating and teaching letter-sound correspondences and phonological blending and segmenting were compared to determine which sequence resulted in higher word reading and phonological awareness performance and higher rates of growth for kindergarten children with low phonemic segmentation skills. Fifty-five children, 36 with phonemic segmentation deficits, were randomly assigned to two instructional conditions: (a) parallel, integrated (PI), or (b) parallel, non-integrated (PN-I) sequence. At posttest, initial segmentation skills explained only 7% of the variance for the PI group and 36% of the variance for the PN-I group on segmentation fluency measures. The PI sequence “closed the gap” in phonemic segmentation between children with low segmentation skills and children with adequate skills by posttest. Children in the PI sequence also performed reliably higher on word reading generalization at posttest and maintenance, and the rate of change in the growth trajectory for letter-sound fluency was greater for the PI sequence.
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