ERIC Number: EJ1132318
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
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.
Descriptors: Phonological Awareness, Preschool Education, Prereading Experience, Intervention, Experimental Groups, Longitudinal Studies, At Risk Students, Reading Difficulties, Articulation (Speech), Transfer of Training, Decoding (Reading), Foreign Countries, Statistical Analysis, Pretests Posttests, Phoneme Grapheme Correspondence
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Sweden