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1.
A small-scale, longitudinal, phonological awareness training study with inner-city kindergarten children was conducted in
four classrooms. The central goals of the study were the creation and evaluation of a phonological awareness training program
and a preliminary look at the consequence of that training on basic phonological processes.
Assessment of phonological awareness and basic phonological processes was carried out in the fall of the kindergarten year,
and again in the spring following an 18 week training program which incorporated both auditory and articulatory techniques
for fostering metaphonological development. Follow-up evaluation of promotion to first grade and of reading achievement took
place a year later. The children in the two experimental classes receiving training had significantly greater gains in phonological
awareness at the end of kindergarten, were significantly more likely to be promoted to first grade rather than to pre-one,
and had a trend toward better reading skills in first grade than did the smaller group of children promoted to first grade
from the control classes. In addition, there were some indications that development of phonological awareness was accompanied
by changes in the underlying phonological system as well. Here we focus on the rationale and implementation of our training
program and discuss the implications of the findings for a potential large-scale study. 相似文献
2.
This study examined the effects of training in phonological awareness on kindergarten children. Comparisons of children at risk (i.e., children with initially low levels of metalinguistic ability) with initially average and advanced children revealed that training gains were similar for all of these groups. Furthermore, training had comparable long-term effects on reading and spelling in Grades 1 and 2 for each group. In fact, the trained children at risk showed better reading and spelling performance than a randomly selected control group. Although considerable individual differences in training effectiveness were found Within the group of at-risk children, there was clear evidence that the training program substantially reduced the risk of becoming dyslexic in school. 相似文献
3.
The purpose of the present study was to assess the effectiveness of a phonological awareness training program in the specific
context of the Luxembourgish educational system. The intervention was run by the kindergarten teachers in their classes with
minimal external supervision. Forty-one classes of the area around Luxembourg City participated in the study. One hundred
and fifty children from 20 kindergarten classes were part of the training group and 157 children from 21 classes formed the
control group. At the end of kindergarten, clear training effects were observed for all phonological awareness tasks, except
for the highly demanding phoneme deletion task. After 6 months of reading and writing instruction in first grade, no training
effects were found in a pseudoword spelling task for the entire training group. Only at-risk children, which had the lowest
performance on preschool phonological awareness measures, showed significant training effects. We conclude that early phonological
awareness training may be profitably incorporated in kindergarten classroom activities, particularly for at-risk pupils, even
when the language characteristics and teaching methods already concur in facilitating the understanding of the alphabetic
principle. 相似文献
4.
The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on a withdrawal basis. Children in the experimental group (n = 5) received English phonological awareness training in combination with letter-sound correspondence instruction twice per week for 18 consecutive weeks, while those in the control condition (n = 7) engaged in English vocabulary-building activities. Significant gains were made after the training and maintained for 2 years on both French phonological awareness and French word reading skills for the experimental group. Results suggest that a phonologically based intervention in English can effectively address phonological awareness deficits and facilitate reading acquisition for French immersion children who may be at-risk for later reading difficulties. 相似文献
5.
The aim of this study was toinvestigate the long-term effects of twodifferent training programs in kindergarten onreading development. One group received aprogram focusing on the phonological structureof words, while a second group received aprogram focusing on morphology. Both groupsalso had some print exposure focusing onphonological or morphological elementsrespectively. During their last pre-schoolyear, participants received training for 30minutes per week for a total of 17 weeks. Acontrol group received no intervention but wasregularly visited by the researcher and hadextensive print exposure. Both trained groupsshowed improvements in phonological,morphological and reading skills in comparisonto the Control Group. The effects of trainingvaried according to mother's educational level:Children of relatively highly educated mothersentered the pre-school training with betterdeveloped metalinguistic abilities thanchildren of less well educated mothers.Significant interactions between the groups andthe mother's educational level, for some of theschool reading measures, indicated thatdifferent training programs had differenteffects on different groups of children.Children of poorly educated mothers profitedthe most from metaphonological training whilechildren of highly educated mothers profitedthe most from metamorphological training. 相似文献
6.
This paper describes an applied training study which investigated the differential effects of two instructional methods on the reading performance of primary school children with reading difficulties. Sixty five children aged 7-10 participated. Twenty five children were assigned to each of two experimental groups: direct instruction in phonological awareness and the alphabetic principle, or the same direct instruction in phonological awareness in conjunction with training in specific metalinguistic concepts and metacognitive strategies. Fifteen children were selected as controls. Reading performance from baseline was measured within a pretest, posttest, and delayed posttest experimental design. Data and results are presented on 60 children owing to attrition. Results showed that direct instruction in phonological awareness improved the reading performance of children with reading difficulties over time. However, direct instruction in phonological awareness in conjunction with explicit training in specific metalinguistic concepts and metacognitive strategies was more advantageous overall. 相似文献
7.
Reading electronic and printed books with and without adult instruction: effects on emergent reading
The effects of electronic book (e-book) and printed book reading on children’s emergent reading with and without adult instruction
were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned
to one of four groups (32 children each): (1) independently reading the e-book (EB); (2) reading the e-book with adult instruction
(EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control).
The three intervention groups included four book-reading sessions each. Pre- and post-intervention emergent reading measures
included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved
greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological
awareness than the EB and the control groups. Implications for future research and for educators are discussed. 相似文献
8.
The double-deficit hypothesis (Wolf, 1997; Wolf & Bowers, 1999, this issue) contends that deficits in phonological awareness and deficits in visual naming speed represent two independent causal impediments to reading acquisition for children with developmental reading disabilities (RD). One hundred and sixty-six children with severe RD from 7 to 13 years of age were classified into three deficit subgroups according to a double-deficit framework. A total of 140 children with RD, 84% of the sample, were classified; 54% demonstrated a double deficit (DD), 22% a phonological deficit only (PHON), and 24% a visual-naming speed deficit only (VNS). Diagnostic test profiles highlighted the joint contributions of the two core deficits in depressing written language acquisition. The children in the DD group were more globally impaired than those in the other subgroups, and the VNS group children were the highest achieving and most selectively impaired readers. Following 35 hours of word identification training, sizable gains and significant generalization of training effects were achieved by all subgroups. A metacognitive phonics program resulted in greater generalized effects across the domain of real English words, and a phonological training program produced superior outcomes within the phonological processing domain. The greatest non-word reading gains were achieved by children with only phonological deficits. 相似文献
9.
Recent evidence suggests that training in phoneme awareness has a positive impact on beginning reading and spelling. The objective of this study was to investigate the effectiveness of instruction in phonological awareness provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. Prior to the intervention, the 84 treatment children and 75 control children, who attended inner-city schools in an urban district in upstate New York, did not differ on age, sex, race, SES, PPVT-R score, phoneme segmentation, letter name knowledge, letter sound knowledge, or reading. After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. Implications for improving beginning reading instruction are discussed. 相似文献
10.
Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures. 相似文献
11.
James M. Royer Helen Abadzi Jules Kinda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,6(2):53-71
This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of
three experimental educational programs with the reading performance of neoliterates who took part in a standard (control)
educational program. The experimental programs involved training in phonological awareness, training in the rapid identification
of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that
students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard
educational programs. 相似文献
12.
Royer James M. Abadzi Helen Kinda Jules 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(1):53-71
This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of
three experimental educational programs with the reading performance of neoliterates who took part in a standard (control)
educational program. The experimental programs involved training in phonological awareness, training in the rapid identification
of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that
students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard
educational programs. 相似文献
13.
Ann-Christina Kjeldsen Antti Kärnä Pekka Niemi Åke Olofsson Katarina Witting 《Scientific Studies of Reading》2014,18(6):452-467
The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear. 相似文献
14.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》2001,48(2):207-232
A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion. 相似文献
15.
Brian Byrne Richard K. Olson Stefan Samuelsson Sally Wadsworth Robin Corley John C. DeFries Erik Willcutt 《Journal of Research in Reading》2006,29(1):33-49
Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N=627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness, vocabulary and grammar/morphology were subject primarily to shared environment effects. There were significant genetic and shared environment correlations among the preschool traits. Kindergarten reading, phonological awareness and rapid naming were primarily affected by genes, and spelling was equally affected by genes and shared environment. Multivariate analyses revealed genetic and environmental overlap and independence among kindergarten variables. Longitudinal analyses showed genetic continuity as well as change in phonological awareness and rapid naming across the 2 years. Relations among the preschool variables of print awareness, phonological awareness and rapid naming and kindergarten reading were also explored in longitudinal analyses. Educational implications are discussed. 相似文献
16.
Audrey C. Rule C. Jolene Dockstader Roger A. Stewart 《Early Childhood Education Journal》2006,34(3):195-201
Object box and environmental print card activities and kinesthetic/oral activities used in two before school programs for
Title 1 students are presented for teaching phonological awareness concepts to students in primary grades. A small program
evaluation study in which the two experimental groups made similar improvements and larger gains than a control group indicates
that the materials are effective for teaching phonological awareness to students at risk of failure in reading. 相似文献
17.
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills. 相似文献
18.
Ofra Korat 《Education and Information Technologies》2009,14(1):39-53
The effects of reading a CD-ROM storybook on children’s early literacy were examined as a function of their age group and
the number of times they used the software. The investigation was carried out on 214 children: 108 pre-kindergarten children
(aged 4:2 to 5:3) and 106 kindergarten children (aged 5:3–6:4). This population included 107 girls and 107 boys. The children
in each group were randomly assigned to one of three groups. The first intervention group was afforded three CD-ROM storybook
reading sessions. The second group was afforded five reading sessions and the third group served as a control and was afforded
the regular kindergarten program. Pre- and post-intervention early literacy measures included vocabulary, word recognition
and phonological awareness. No age group differences were found between the children’s early literacy progress after using
the software and no interaction was found between age group and the number of reading sessions. Children from both age groups
exhibited a similar level of story comprehension. Children who used the software five times exhibited greater progress in
word meaning than those who used it three times and children in both of these groups did better than the control group. Children
who used the software five times exhibited greater progress in word reading and phonological awareness than children in the
control group. Implications for future research and education are discussed. 相似文献
19.
通过使用音素定位、句法更正、句子尾词记忆.单词阅读、句子理解和短文理解任务探查了初一学生英语语音意识,句法意识和工作记忆与单词阅读、句子阅读和短文阅读等不同层次阅读的关系,以及阅读水平高低不同学生在元语言意识的差异.结果发现,英语阅读水平高低两组学生在英语语音意识、句法意识和工作记忆方面有显著差异.回归分析发现,英语句法意识对不同层次阅读都具有最显著的预测作用,但英语语音意识只对短文阅读理解有显著预测作用,工作记忆对不同层次阅读的预测都不显著,表明英语句法意识是初一学生英语阅读的重要预测变量. 相似文献
20.
The purpose of the present study was to examine the contribution of metalinguistic skills—as measured through orthographic awareness, phonological awareness, and morphological awareness—to the English spelling ability of Grade 8 Chinese students who study English as a foreign language (EFL group) and of third graders in the U.S. whose first language is English (EL1 group). The two groups were initially matched through calculating the Flesch-Kincaid reading level of Chinese EFL students' textbooks and then through propensity score matching, taking into consideration various predictors. Using multiple regression and dominance analysis, we compared the models of metalinguistic awareness that predict English word spelling between the two groups. We found that orthographic awareness and morphological awareness were uniquely related to spelling for the EL1 group, whereas morphological awareness, orthographic awareness and phonological awareness were uniquely related to spelling for the EFL group, after accounting for the effect of vocabulary. Further analysis of relative importance of the predictors showed that orthographic choice was the dominant predictor for the EL1 group and inflectional morpheme production was the dominant predictor for the EFL group. The importance of metalinguistic awareness in acquiring English spelling in both EL1 and EFL groups is discussed. 相似文献