Writing Instruction IDENTIFIERS *Phonemic Awareness

A study investigated: (1) whether children at risk for failure to learn to read and write increase their phonemic awareness while engaged in holistic language arts instruction; (2) if so, which language experiences and instructional practices are associated with the gains; and (3) the nature of the interaction between phonemic awareness development and reading and writing achievement among those children while in grade one. Four classroom instructional programs were selected on the basis of recommendations of supervisory personnel, teacher-given descriptions, and preliminary observations. Five children from each classroom were selected as focal children. Each classroom was observed for 10 full days and each focal child was assessed in October and April on 10 measures. Teachers and children were interviewed and parents completed questionnaires indicating their child's participation in a list o