ERIC Number: ED373314
Record Type: RIE
Publication Date: 1994-Apr-7
Reference Count: N/A
Unpacking Phonological Awareness: Comparing Treatment Outcomes for Low-Skilled Kindergarten Children.
O'Connor, Rollanda E.
A study explored the construct of phonological awareness by examining the effects of different instructional treatments on the development of generalized phonological skills, reading, and spelling. The effect of phonological instruction with kindergarten children who might be expected to have more than average difficulty learning to read in first grade was also tested. Subjects, 88 kindergarten children, were randomly assigned to one of four conditions. One treatment taught only auditory blending and segmenting with limited letter-sound correspondences, and the other a more global array of phonological tasks, also with limited letter-sound correspondences. Treatment effects were compared with two control conditions: letter-sound only, or no treatment. Results suggest that both types of metaphonological instruction improved phonological abilities and transferred to reading and spelling analog tasks; and that children whose phonological skills were initially low achieved a level of phonological awareness comparable to that of naturally proficient children, but were still less efficient in learning to read. Regression analyses suggested that blending and segmenting contribute more to variance on reading and spelling analog scores than a measure of generalized phonological awareness. (Contains 52 references; includes 5 tables of data.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Phonological Awareness
Note: Paper presented at the Annual Meeting of the American Educational Research Association (75th, New Orleans, LA, April 4-8, 1994).