Concepedia

Explicit Phonemic Instruction

Explicit Phonemic Instruction is a systematic instructional approach within phonemic awareness training that directly teaches individual phonemes and their manipulation through guided, structured activities, distinguishing itself from implicit or incidental methods by its deliberate focus on sound segmentation, blending, and phoneme-grapheme relationships.

45

Publications

3.6K

Citations

100

Authors

43

Institutions

Publications per year

2017–2026

7

Variants

Explicit Phonemic Awareness Instruction

Parents

Publications

45

Critical Elements of Classroom and Small‐Group Instruction Promote Reading Success in All Children

Barbara R. Foorman, Joseph K. Torgesen · Learning Disabilities Research and Practice · 2001 · 448 citations

, , +17

Explicit versus implicit instruction in phonemic awareness

Anne E. Cunningham · Journal of Experimental Child Psychology · 1990 · 423 citations

, , +14

Beginning Literacy

Deborah McCutchen, Robert D. Abbott, Laura B. Green et al. · Journal of Learning Disabilities · 2002 · 406 citations

, , +17

(How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course

Gillian Lord · Hispania · 2005 · 170 citations

, , +17

Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology

Kazuya Saito · Language Awareness · 2011 · 143 citations

, , +17

1–5 of 45

Authors

100

  1. CM
    C. Melanie Schuele

    Vanderbilt University, United States

    2 publications · 97 citations

    2

    h-index

  2. DD
    Dennis D. Munk

    Northern Illinois University, United States

    2 publications · 75 citations

    2

    h-index

  3. AR
    Amy R. Lederberg

    Georgia State University, United States

    2 publications · 170 citations

    2

    h-index

  4. JL
    Jessica L. Sturm

    Purdue University West Lafayette, United States

    2 publications · 100 citations

    2

    h-index

  5. KS
    Kazuya Saito

    University College London, United Kingdom

    2 publications · 177 citations

    2

    h-index

1–5 of 100

Institutions

43

  1. The Ohio State University

    Columbus, United States

    4 h-index

    4 publications

    192 citations

  2. Texas A&M University

    College Station, United States

    3 h-index

    7 publications

    207 citations

  3. University of Wisconsin–Eau Claire

    Eau Claire, United States

    2 h-index

    3 publications

    77 citations

  4. Purdue University West Lafayette

    West Lafayette, United States

    2 h-index

    2 publications

    100 citations

  5. Georgia State University

    Atlanta, United States

    2 h-index

    6 publications

    510 citations

  6. Carnegie Mellon University

    Pittsburgh, United States

    2 h-index

    2 publications

    71 citations

  7. The University of Texas Health Science Center at Houston

    Houston, United States

    2 h-index

    2 publications

    518 citations

  8. Google (United States)

    Mountain View, United States

    1 h-index

    4 publications

    336 citations

1–8 of 43

Venues

  1. Modern Language Journal

    MLJ · 3 publications · 268 citations

    3

    h-index

  2. Reading & Writing Quarterly

    RWQ · 3 publications · 63 citations

    3

    h-index

  3. Foreign Language Annals

    FLA · 3 publications · 204 citations

    3

    h-index

  4. The Journal of Deaf Studies and Deaf Education

    JDSDE · 2 publications · 170 citations

    2

    h-index

  5. Journal of Learning Disabilities

    JLD · 2 publications · 540 citations

    2

    h-index

1–5