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ERIC Number: ED494754
Record Type: Non-Journal
Publication Date: 2006-Dec-14
Pages: 30
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
Phonological Awareness Training. What Works Clearinghouse Intervention Report
What Works Clearinghouse
"Phonological Awareness Training" is a general practice aimed at enhancing young children's phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning. Phonological awareness is a precursor to reading. "Phonological Awareness Training" can involve various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration. Three related What Works Clearinghouse (WWC) intervention reports review two curricula for phonological awareness--"DaisyQuest" and "Sound Foundations"--and a similar practice--"Phonological Awareness Training plus Letter Knowledge Training." Four studies of "Phonological Awareness Training" met the WWC evidence standards and two studies met the WWC evidence standards with reservations. Together, these six studies included more than 100 preschool children from Washington State and the Pacific Northwest and examined intervention effects on children's phonological processing. Most of the children studied were from economically disadvantaged families, and about one-fourth of the children had developmental delays. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. "Phonological Awareness Training" was found to have positive effects on phonological processing. (Contains 14 footnotes.) [This publication was produced by the What Works Clearinghouse. The following eight studies were reviewed in this intervention report: (1) Majsterek, D. J., Shorr, D. N., & Erion, V. L. (2000). Promoting early literacy through rhyme detection activities during Head Start circle-time. "Child Study Journal," 30 (3), 143-151; (2) O'Connor, R. E., Jenkins, J. R., Leicester, N., & Slocum, T. A. (1993a). Teaching phonological awareness to young children with disabilities. "Exceptional Children," 59 (6), 532-546; (3) O'Connor, R. E., Jenkins, J. R., Leicester, N., & Slocum, T. A. (1993b). Teaching phonological awareness to young children with disabilities. "Exceptional Children," 59 (6), 532-546; (4) O'Connor, R. E., Jenkins, J. R., Leicester, N., & Slocum, T. A. (1993c). Teaching phonological awareness to young children with disabilities. "Exceptional Children," 59 (6), 532-546; (5) Yeh, S. S. (2003). An evaluation of two approaches for teaching phonemic awareness to children in Head Start. "Early Childhood Research Quarterly," 18(4), 513-529; (6) Maslanka, P., & Joseph, L. M. (2002). A comparison of two phonological awareness techniques between samples of preschool children. "Reading Psychology," 23(4), 271-288; (7) Slocum, T. A., O'Connor, R. E., & Jenkins, J. R. (1993a). Transfer among phonological manipulation skills. Journal of Educational Psychology, 85(4), 618-630; and (8) Slocum, T. A., O'Connor, R. E., & Jenkins, J. R. (1993b). Transfer among phonological manipulation skills. "Journal of Educational Psychology," 85(4), 618-630.]
What Works Clearinghouse. 2277 Research Boulevard, MS 5M, Rockville, MD 20850. Tel: 866-992-9799; Fax: 301-519-6760; e-mail: info@whatworks.ed.gov; Web site: http://www.whatworks.ed.gov/
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Washington
IES Funded: Yes