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ERIC Number: EJ1132318
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0013-1172
Phonological Awareness Training with Articulation Promotes Early Reading Development
Fälth, Linda; Gustafson, S.; Svensson, I.
Education, v137 n3 p261-276 Spr 2017
In a longitudinal intervention study, the effects of phonological training with articulation for children in a preschool class were analyzed. In total, 69 students participated, divided into an experimental group of 39 and a comparison group of 30 students. The intervention consisted of phonological training with articulation and lasted throughout the preschool class year; in total, 2700 minutes were spent on this training for the experimental group. All participants were tested individually on pre-reading skills on four test occasions: before the intervention started, mid-term, immediately after the end of the intervention and, finally, a follow-up 6 months after the intervention was completed. Based on their pre-reading skills, the participants were divided into two different subgroups, those at risk of developing reading difficulties and those not at risk. The results showed greater progress at the follow-up test of both the at-risk and not-at-risk subgroups of the experiment group in word decoding and phonological ability than the comparison group. The positive results applied both to speech-sounds and words included in the training program as well as new speech sounds and words not included in the program, thus providing evidence for transfer effects.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A