Phonological awareness in kindergarten: a field study in Luxembourgish schools |
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| Authors: | Sylvie Bodé and Alain Content |
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| Institution: | (1) LCMI, University of Luxembourg, Route de Diekirch B.P.2, Walferdange, 7201, Luxembourg;(2) Laboratoire Cognition, Langage & D?veloppement, Universit? libre de Bruxelles, Avenue F.D. Roosevelt, 50–CP 191, Bruxelles, 1050, Belgium |
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| Abstract: | 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. |
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