“Yes! If you look the reports on reading, such as Teaching Children to Read (2004) and the Teaching Reading: National Inquiry into the Teaching of Literacy (2005), they clearly and separately identify phonemic awareness and phonics as foundational elements for children to learn in their journey to become proficient readers” (John Hattie, personal communication, July 13, 2017).
Articles in this section
- How much do we need to advocate for teacher professional development and Pre-service training in the area of phonemic awareness? When we ask teachers and most new graduates cannot define nor teach it.
- Why is phonemic awareness tied up with phonics when it is a totally different construct? Does combining the two indicate that they are the same construct?
- When new graduate teachers cannot define phonemic awareness as different than phonics, does it mean that their professors disregard the difference and the importance of phonemic awareness?
- I can’t find a ranking of phonemic awareness as a construct alone. If it is rolled up into phonics, then there must be a ranking or effect size as a single construct. Would you kindly point me to a resource?
- I am wondering if your research is aligned to a specific program or curriculum that can be purchased by our school?
- You state that bilingual programmes have an effect size of 0.36, so not so significant. What do you define as bilingual progammes and where, around the world, was this data taken from? Why do you think the effect size is so low?