Phonological awareness instruction closely tied to word reading (blending and segmenting phonemes) comprised less than 1% of observed resource-room reading time¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Blending or segmenting phonemes occupied only 20% of the 60 minutes of PA instruction, or less than 1% of total reading instructional time. → Swanson 2010
Evidence¶
Swanson 2010¶
Swanson, E. A., & Vaughn, S. (2010). An Observation Study of Reading Instruction Provided to Elementary Students With Learning Disabilities in the Resource Room. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20484
q2 · i? · associational · r1
Observational results across 10 classrooms: PA totaled 60 minutes (2.8% of instruction), and "Students were engaged in blending or segmenting phonemes for 20% of PA instructional time (or <1% of the total reading instructional time)"; 40% of PA instruction was rated low average or weak.
"Students were engaged in blending or segmenting phonemes for 20% of PA instructional time (or <1% of the total reading instructional time)."
Discussion¶
Related Claims¶
- Teachers and students in elementary resource rooms remained on task during reading instruction, with overall student engagement averaging 2.76 on a 3-point scale — related
- Phonemic Awareness Training Improves Reading — related
- Phonics/word study occupied the largest share of observed resource-room reading instruction (32%) at high-average quality, but a quarter was rated weak — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
phoneme-blending-segmenting-under-one-percent-time |
title |
Phonological awareness instruction closely tied to word reading (blending and segmenting phonemes) comprised less than 1% of observed resource-room reading time |
description |
Phonological awareness instruction closely tied to word reading (blending and segmenting phonemes) comprised less than 1% of observed resource-room reading time |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — swanson-2010 |
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