Preparatory Reading Instruction in Kindergarten: Some Comparative Research into Methods of Auditory and Auditory-Visual Training of Phonemic Analysis and Blending

If pupils are to learn to read they must understand that words are composed of sounds (phonemes) and that these sounds correspond with letters. Research has shown that phonemic analysis and blending is difficult for many beginning readers so many of the present prereading and beginning reading programs practice these skills. In an experiment done in nine kindergarten classes the effect of different practice methods was compared. One experimental group practiced phonemic analysis and blending purely auditorily, while another group practiced phonemic analysis and blending with words they had first learned as sight words. Both methods appeared effective. Suggestions are made for research into the differential effect of these methods.