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ERIC Number: ED406649
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
Effects of Cognitive Flexibility and Phonemic Awareness Training on Kindergarten and First-Grade Students' Phonemic Awareness, Cognitive Flexibility, Reading, and Spelling Ability.
Krause, Suzanne; Moore, Elizabeth J.
A study investigated the effect of phonemic awareness and cognitive flexibility training on the phonemic awareness, cognitive flexibility, reading, and spelling ability of kindergarten and first-grade students. Subjects were 280 students from 12 classrooms in 3 urban elementary schools. Four pre- and posttest measures were administered. Students in each classroom were randomly assigned to one of two treatment conditions: cognitive flexibility training followed by phonemic awareness training; or phonemic awareness training only. During the first 5 weeks of the 10-week intervention, students and teachers in the first group participated in fun, game-like problem solving tasks and activities that fostered divergent thinking. Students in the second group listened to stories read aloud by the teacher. During the second 5 weeks, all students received identical, whole-group phonemic awareness training. Results indicated significant correlations between cognitive flexibility and phonemic awareness, cognitive flexibility and growth in reading comprehension, and cognitive flexibility and spelling ability, especially among children with low cognitive flexibility scores. Findings suggest that increased cognitive flexibility (the ability to retrieve and use information from a variety of knowledge bases to construct situational meaning in a complex knowledge domain) may strengthen the effectiveness of phonemic awareness, reading, and spelling instruction for kindergarten and first-grade students with low cognitive flexibility. (Eight unnumbered charts of data are attached.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A