Effects of different teaching methods on phonological awareness and on literacy skills in first grade

Different methods of elementary literacy instruction were studied in their effects on phonological awareness and on reading and spelling during first grade. Five classes received a phonological awareness training, five classes implemented an open concept of learning to read and to write, and five classes were taught in the traditional way with a primer. Phonological awareness was assessed at the beginning of the school year (t(1), N = 375), and at mid-term (t(2), N = 364). At the end of the school year (t(3), N = 351), standardized reading and spelling tests were used. Phonological awareness training appeared to favor low-achieving children. As an effect on reading and spelling outcomes at the end of the first grade a main effect yielded in favor of the training classes.