Learning support assistants and effective reading interventions for 'at-risk' children

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Were there any differences in the effectiveness between phoneme-based, rhyme-based, and mixed programmes?

There was no significant difference between the effects the programmes had on improving awareness of words that rhyme or decoding skills. However, the phoneme-based programme achieved greater improvements in terms of knowledge of letters and sounds than either the rhyme-based or mixed programmes (i.e. programmes which incorporated elements of the rhyme-based and phoneme-based approaches).

This suggested that children were better able to analyse the sounds within a word when they had been trained to distinguish individual letters and sounds. This was not the case in the rhyme-based approach which focused on matching the sounds of groups of letters, such as '-at' in 'hat' and 'cat'. The authors also pointed out the fact that phoneme awareness training emphasises the link between letter and sound, and provides a symbol system for representing phonemes. This makes the analysis of how words are made up easier.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Does Learning Support Assistant training improve literacy? Were there any differences in the effectiveness between phoneme-based, rhyme-based, and mixed programmes? What were the aims of the study? How were the children selected to take part in the study? How did the authors set up lessons to identify the best literacy strategy? What are the implications? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Learning support assistants and effective reading interventions for 'at-risk' children This digest found in Teaching Assistants English Send to a friend Word doc 90KB Printer friendly Collate for later Were there any differences in the effectiveness between phoneme-based, rhyme-based, and mixed programmes? There was no significant difference between the effects the programmes had on improving awareness of words that rhyme or decoding skills. However, the phoneme-based programme achieved greater improvements in terms of knowledge of letters and sounds than either the rhyme-based or mixed programmes (i.e. programmes which incorporated elements of the rhyme-based and phoneme-based approaches). This suggested that children were better able to analyse the sounds within a word when they had been trained to distinguish individual letters and sounds. This was not the case in the rhyme-based approach which focused on matching the sounds of groups of letters, such as '-at' in 'hat' and 'cat'. The authors also pointed out the fact that phoneme awareness training emphasises the link between letter and sound, and provides a symbol system for representing phonemes. This makes the analysis of how words are made up easier.