NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ891023
Record Type: Journal
Publication Date: 2010-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0141-0423
Long-Term Outcome of Oral Language and Phonological Awareness Intervention with Socially Disadvantaged Preschoolers: The Impact on Language and Literacy
Henning, Caroline; McIntosh, Beth; Arnott, Wendy; Dodd, Barbara
Journal of Research in Reading, v33 n3 p231-246 Aug 2010
Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short-term positive effect of a preschool classroom-based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill, auditory comprehension and reading comprehension of 54 6-7-year-old Australian children who attended school in a low-socioeconomic area were measured. Children's PA abilities were also assessed and are reported elsewhere. There were no significant differences between children who had received intervention in preschool and those who had not, with the entire cohort performing below the average range of the general population. The findings indicated that while generating short-term positive effects, intervention in preschool did not enhance socially disadvantaged children's language and literacy achievement in the long term.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia