Enhancing Phonemic Awareness: Motivating Hispanic Children through Read Aloud Strategies

By Michael Whitacre, Isela Almaguer, Hilda Medrano and Adriana Bonilla.

Published by The International Journal of Literacies

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Children who are considered to be at risk of school failure often have difficulty learning to read (Loeb, Gillam, Hoffman, Brandel, and Marquis, 2009). Berg and Stegelman (2003) reported “the acquisition of phonemic awareness is the result of instruction, and not age or maturation” (p. 49 - 50). There is a strong relationship between phonemic awareness and reading achievement (Yopp, 1991). This study demonstrated that using read aloud strategies had a positive impact on motivation and learning, developing phonemic awareness, and fostering reading abilities and interest in Hispanic pre-kindergarten students along the Texas - Mexico border.
Read aloud strategies were consistently used over a five-month period with twenty-four (24) Hispanic pre-kindergarten students. The findings indicated that their reading abilities, motivation, and interest improved significantly. The twenty-four students were able to reach a higher level of phonemic awareness in language, a strong pre-requisite for success in future reading achievement. Moreover, students were highly motivated to participate in reading activities and began to see themselves as readers.

Keywords: Hispanic, Pre-school, Phonemic Awareness, Motivation, Achieving Reading Success

The International Journal of Literacies, Volume 19, Issue 2, pp.75-85. Article: Print (Spiral Bound). Article: Electronic (PDF File; 503.710KB).

Dr. Michael Whitacre

Assistant Professor, Curriculum And Instruction, University of Texas Pan American, Edinburg, Texas, USA

Dr. Whitacre is an assistant professor at the University of Texas Pan American in Edinburg, Texas and teaches bilingual education courses in the EC-6 teacher preparation program. He has taught elementray bilingual classes in the public school system. He recently taught immigrant children who were English langauge learners.

Dr. Isela Almaguer

Assistant Professor, College of Education, Curriculum and Instruction Department, University of Texas Pan American, Edinburg, Texas, USA

Dr. Isela Almaguer is an assistant professor in the Department of Curriculum and Instruction at the University of Texas Pan American in Edinburg, Texas. Her research interests include literacy and biliteracy development, technology and teacher education, socially mediated instructional approaches, and second language acquisition in dual language settings.

Dr. Hilda Medrano

Professor, Curriculum and Instruction, University of Texas, Edinburg, Texas, USA

Adriana Bonilla

Classroom Teacher, McAllen, Texas, USA