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dc.contributor.authorShaw, Donita J.
dc.contributor.authorSundberg, M. L.
dc.contributor.authorStewart, A.
dc.date.accessioned2013-02-13T17:53:10Z
dc.date.available2013-02-13T17:53:10Z
dc.date.issued2006
dc.identifier.citationMassengill, D., Sundberg, M.L., & Stewart, A. (2006). A unique, neurologically integrated approach designed to teach letter sounds and formations. Reading Improvement, 43(3), 111-128.
dc.identifier.urihttp://hdl.handle.net/1808/10800
dc.descriptionThe purpose of this article is to present an integrated alphabetic approach that simultaneously teaches letter sounds and formations. We share with you the research that supports this integrated approach and present the procedures to implement this approach. Further, we document the effect of using this new integrated alphabet approach on the accuracy with which students learned to produce letter sounds and formations in two situations: first grade classrooms in a school in a Midwest suburb and in an inner city post-kindergarten summer school. Also, teacher comments and student voices are included. Results show that students who received integrated alphabet instruction reduced their sound and letter formation errors. Also, teachers advocate for one approach that simultaneously teaches phonics and handwriting. The findings of this study support the value of employing a methodology that combines instruction in letter sounds and letter formations through a neurologically integrated system.
dc.language.isoen
dc.publisherProject Innovation of Mobile
dc.relation.isversionof\
dc.titleA Unique, Neurologically Integrated Approach Designed to Teach Letter Sounds and Formations
dc.typeArticle
kusw.kuauthorShaw, Donita J.
kusw.kudepartmentCurriculum and Teaching
kusw.oastatusfullparticipation
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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