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ERIC Number: EJ882929
Record Type: Journal
Publication Date: 2010
Pages: 36
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-1088-8438
Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study
Bianco, Maryse; Bressoux, Pascal; Doyen, Anne-Lise; Lambert, Eric; Lima, Laurent; Pellenq, Catherine; Zorman, Michel
Scientific Studies of Reading, v14 n3 p211-246 2010
A sample of 1,273 4-year-old children were followed for 3 years. The children participated in 1 of 2 comprehension training programs, or in a phonological awareness training program. The comprehension programs explored the possibility of improving young children's oral comprehension in an educational setting. The first focused on the component skills of comprehension; the second involved storybook reading. Phonological awareness and oral language comprehension skills were measured repeatedly in the course of the study. The data were analyzed using multilevel growth-curve models. The results showed that it is possible to improve oral comprehension if the training focuses on its component skills and extends over 2 semesters. When these conditions were met, training effects still existed 9 months after the program had ended. Finally, phonological training improved phonological awareness but not comprehension, and comprehension-skill training improved oral comprehension but not phonological awareness. (Contains 2 figures, 5 footnotes, and 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A