Development of a test battery for assessing phonological awareness in German‐speaking children

Schaefer, Blanca; Fricke, Silke; Szczerbiński, Marcin; Fox-Boyer, Annette; Stackhouse, Joy; Wells, Bill

doi:10.1080/02699200902770187

Cited by 20 publications

(10 citation statements)

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“…This developmental progression could be confirmed for German-speaking children [e.g., [4,5]]. There is consensus that preschool children can already successfully complete syllable- and onset-rhyme tasks [3,6].…”

Section: Introductionmentioning

confidence: 77%

Onset and Phoneme Awareness and Its Relationship to Letter Knowledge in German-Speaking Preschool Children

Schaefer

Bremer²,

Herrmann³

2014

Folia Phoniatr Logop

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Objectives: The aim was to explore whether word-initial onset awareness is acquired before phoneme awareness and whether onset complexity influences performance on identification tasks. In addition, the relationship between onset and phoneme awareness and letter knowledge was investigated. Method: In this study, 22 monolingual German-speaking preschool children aged 5;00-5;11 were tested. Onset, phoneme identification, and letter knowledge tasks were administered. The children were presented with pictures of word pairs. Both words in each pair shared a single-consonant onset, a two-consonant onset cluster or the first consonant of a consonant cluster. The children were asked to pronounce the shared sound(s). Additionally, they were asked to name all 26 upper-case letters. Results: Onset awareness tasks were significantly easier to complete than phoneme awareness tasks. However, no influence of onset complexity on onset awareness performance was found. Moreover, letter knowledge correlated with all phonological awareness tasks. Conclusions: The results corroborate that phoneme awareness develops already at preschool age irrespective of explicit literacy tuition. Nevertheless, letter knowledge is closely related and should be linked to onset/phoneme awareness tasks. © 2014 S. Karger AG, Basel

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Section: Introductionmentioning

confidence: 77%

Onset and Phoneme Awareness and Its Relationship to Letter Knowledge in German-Speaking Preschool Children

Schaefer

Bremer²,

Herrmann³

2014

Folia Phoniatr Logop

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“…Regarding the linguistic unit criterion, we contrasted three components of phonological awareness: rime, syllable, and phoneme awareness, following previous research (e.g., Hoien et al 1995;Lundberg et al 1988). Further, a progression from large to smaller linguistic units was enforced (Schaefer et al 2009). …”

Section: Kindergarten Testsmentioning

confidence: 99%

Phonological awareness in kindergarten: a field study in Luxembourgish schools

Bodé

2010

Eur J Psychol Educ

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The purpose of the present study was to assess the effectiveness of a phonological awareness training program in the specific context of the Luxembourgish educational system. The intervention was run by the kindergarten teachers in their classes with minimal external supervision. Forty-one classes of the area around Luxembourg City participated in the study. One hundred and fifty children from 20 kindergarten classes were part of the training group and 157 children from 21 classes formed the control group. At the end of kindergarten, clear training effects were observed for all phonological awareness tasks, except for the highly demanding phoneme deletion task. After 6 months of reading and writing instruction in first grade, no training effects were found in a pseudoword spelling task for the entire training group. Only at-risk children, which had the lowest performance on preschool phonological awareness measures, showed significant training effects. We conclude that early phonological awareness training may be profitably incorporated in kindergarten classroom activities, particularly for at-risk pupils, even when the language characteristics and teaching methods already concur in facilitating the understanding of the alphabetic principle.Résumé L'objectif de la présente étude était d'évaluer l'effet d'un entraînement de la conscience phonologique dans le contexte particulier du système scolaire luxembourgeois. L'intervention a été menée par les enseignants préscolaires, dans leurs classes, et avec une supervision externe minimale. Quarante et une classes situées dans les communes adjacentes à la ville de Luxembourg ont participé. Cent cinquante enfants (20 classes) formaient le groupe d'entraînement et 157 enfants (21 classes) le groupe contrôle. A la fin de l'année des effets d'entraînements clairs ont été Eur

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“…The issue is well researched (for more recent overviews, see e.g., Gillon, 2004;Cassady, Smith, & Putman, 2008;Lonigan et al, 2009;Pufpaff, 2009;Schaefer et al, 2009), perhaps even over-researched. Still, however, there are some remaining questions that we have addressed in the present study.…”

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confidence: 98%

Development of phonological awareness during the preschool year: the influence of gender and socio-economic status

Lundberg

Larsman

Strid³

2010

Read Writ

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Phonological awareness is a critical enabling skill in learning to read, often developed outside the context of formal reading instruction. More than 2,000 6-year-old children were tested on phonological awareness at two occasions during the preschool year in two cohorts. Between the assessments, a training program was implemented. A two-level path model was applied. More frequent training sessions were connected to higher gains of test scores especially for children with low initial scores in the first cohort. A clear gender effect was also observed. There were more boys with very low initial scores and more girls among the top scorers. A clear SESeffect indicated the influence of early language stimulation. Children who already at the beginning of the preschool year had grasped the alphabetic code had the highest initial scores on the test.Keywords Phonological awareness Á Gender difference Á Socio-economic status Á Two-level modelling Á PreschoolOne important concern in current reading research is to understand the very nature of reading acquisition, its cognitive and linguistic demands, and its early precursors in the developing a child. The enabling skills for success in learning to read are carefully analyzed with the aim of providing the critical basis for successful preventive actions as well as for effective interventions. Poor development of reading skills is one of the most serious issues in current education. It is by now

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Development of a test battery for assessing phonological awareness in German‐speaking children

Cited by 20 publications

References 49 publications

Onset and Phoneme Awareness and Its Relationship to Letter Knowledge in German-Speaking Preschool Children

Onset and Phoneme Awareness and Its Relationship to Letter Knowledge in German-Speaking Preschool Children

Phonological awareness in kindergarten: a field study in Luxembourgish schools

Development of phonological awareness during the preschool year: the influence of gender and socio-economic status

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