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Evaluating Phonics Skills through Writing: A Comparison of First Graders with and without Dyslexia Characteristics

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Title: Evaluating Phonics Skills through Writing: A Comparison of First Graders with and without Dyslexia Characteristics
Language: English
Authors: Kimberly A. Hughes, Katherine Mitchell, Lisa M. Steward, Elizabeth L. Kaye
Source: English in Texas. 2024 54(2):60-68.
Availability: Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Dyslexia, Reading Difficulties, Beginning Reading, Phonics, Literacy Education, Grade 1, Intervention, Writing Skills, Childrens Writing, Verbal Communication, Listening Comprehension
ISSN: 0425-0508
Abstract: This research article uses content analysis and descriptive analysis to examine phonics proficiency in first-grade students having difficulty learning to read, specifically examining those with and without characteristics associated with dyslexia. Writing samples from a dictation task were collected and analyzed at the beginning of the school year and after students completed a 20-week intervention. Through the analysis process, the authors compared students' writing samples from the beginning of the year to the middle of the year and determined what changes occurred over time. An analysis tool was developed to analyze each phonics element that was represented in the writing samples. Utilizing the analysis tool, the authors determined that after the 20-week intervention, all students' phonics knowledge grew based on their writing from the dictation task, regardless of their dyslexia status. Analysis included common patterns, specific phonemes, and high frequency words. At the conclusion of the analysis process, the authors concluded that the ability of most students to hear and record beginning, middle, and ending sounds in words improves from beginning of year to middle of year, regardless of dyslexia status.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462657
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Evaluating Phonics Skills through Writing: A Comparison of First Graders with and without Dyslexia Characteristics
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Kimberly+A%2E+Hughes%22">Kimberly A. Hughes</searchLink><br /><searchLink fieldCode="AR" term="%22Katherine+Mitchell%22">Katherine Mitchell</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+M%2E+Steward%22">Lisa M. Steward</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+L%2E+Kaye%22">Elizabeth L. Kaye</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+in+Texas%22"><i>English in Texas</i></searchLink>. 2024 54(2):60-68.
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  Data: Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org
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  Data: Y
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  Data: 9
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Writing%22">Childrens Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink>
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  Data: 0425-0508
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research article uses content analysis and descriptive analysis to examine phonics proficiency in first-grade students having difficulty learning to read, specifically examining those with and without characteristics associated with dyslexia. Writing samples from a dictation task were collected and analyzed at the beginning of the school year and after students completed a 20-week intervention. Through the analysis process, the authors compared students' writing samples from the beginning of the year to the middle of the year and determined what changes occurred over time. An analysis tool was developed to analyze each phonics element that was represented in the writing samples. Utilizing the analysis tool, the authors determined that after the 20-week intervention, all students' phonics knowledge grew based on their writing from the dictation task, regardless of their dyslexia status. Analysis included common patterns, specific phonemes, and high frequency words. At the conclusion of the analysis process, the authors concluded that the ability of most students to hear and record beginning, middle, and ending sounds in words improves from beginning of year to middle of year, regardless of dyslexia status.
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  Data: 2025
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  Data: EJ1462657
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 60
    Subjects:
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Childrens Writing
        Type: general
      – SubjectFull: Verbal Communication
        Type: general
      – SubjectFull: Listening Comprehension
        Type: general
    Titles:
      – TitleFull: Evaluating Phonics Skills through Writing: A Comparison of First Graders with and without Dyslexia Characteristics
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          Name:
            NameFull: Kimberly A. Hughes
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            NameFull: Katherine Mitchell
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            NameFull: Lisa M. Steward
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            NameFull: Elizabeth L. Kaye
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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              Value: 0425-0508
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              Value: 54
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              Value: 2
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            – TitleFull: English in Texas
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