Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms

  • Ryder J
  • Tunmer W
  • Greaney K
  • 89


    Mendeley users who have this article in their library.
  • 38


    Citations of this article.


The aim of this study was to determine whether explicit instruction in phonemic awareness and phonemically based decoding skills would be an effective intervention strategy for children with early reading difficulties in a whole language instructional environment. Twenty-four 6- and 7-year-old struggling readers were randomly assigned to an intervention or control group, with the intervention group being divided into four groups of three children each. The intervention program was carried out over a period of 24 weeks and comprised 56 highly sequenced, semi-scripted lessons in phonemic awareness and alphabetic coding skills delivered by a teacher aide who received training and ongoing support from a remedial reading specialist. Posttests results showed that the intervention group significantly outperformed the control group on measures of phonemic awareness, pseudoword decoding, context free word recognition, and reading comprehension. Two-year follow-up data indicated that the positive effects of the intervention program were not only maintained but had generalized to word recognition accuracy in connected text.

Author-supplied keywords

  • Decoding skills
  • Phonemic awareness
  • Reading difficulties
  • Reading intervention

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Janice F. Ryder

  • William E. Tunmer

  • Keith T. Greaney

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free